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Ch. 1: A Twenty-First-Century Definition of Dyslexia (Summary)

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Ch. 1: A Twenty-First-Century Definition of Dyslexia (Summary)

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1. According to the California Dyslexia Guidelines, Dyslexia is defined as a neurological learning disability which affects word recognition, spelling, and decoding skills due to phonological processing deficits.
2. Dyslexia can affect reading comprehension skills, vocabulary development, and use of background knowledge/retention skills.
3. Individuals with dyslexia may have stronger abilities to apply reasoning skills, critical thinking skills, and problem-solving skills.
4. Dyslexia may be present with other disabilities including dysgraphia (handwriting and fine motor skills), dyscalculia (mathematical reasoning), and ADHD.
5. It is essential to screen for dyslexia early in effort to intervene and help students overcome reading challenges.
6. Dyslexia can be different for anyone and is not intelligence related.
7. According to the guidelines, one common issue highlighted in dyslexia is that individuals may find phonological processing to be significantly difficult. This involves recognizing and manipulating sounds of a spoken language. This also affects the way an individual is able to connect letters to sounds when reading or spelling (i.e., phonics).
8. It is essential for teachers to provide support to students with dyslexia including extended reading/writing response time.
9. Dyslexia has been proven to be hereditary. Therefore, when evaluating individuals, it is essential to look into family history to determine any occurrence.
10. The study and analysis of dyslexia are not only ongoing, but also advancing. As a result, scientists have begun to determine the rate of dyslexia (i.e., how frequently diagnosed it is) and what the neurological functions/difficulties/affects are.

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1. According to the California Dyslexia Guidelines, dyslexia is a neurological disorder which is categorized by neural signatures, or brain patters.
2. Neural signatures suggest an individual is experiencing moderate to severe difficulty in phonological and orthographic processing skills.
3. Neural signatures are evident in the left-hemisphere of the brain and include: left temporo-parietal region and the left occipito-temporal region. Temporo-parietal affects phonological processing while occipito-temporal affects orthographic processing.
4. According to the guidelines PDF, Neuroscientists have been studying the measures of the brain. This includes chemical levels in specific areas of the brain.
5. Neuroscientists have also studied the synchronization of brain waves. This is also referred to as neural oscillation.
6. In effort to understand dyslexia and its hereditary effects, neuroscientists have also studied the structure of a variety of genes which are associated to the neurological disability itself.
7. According to the diagrams presented in this unit, the left frontal region of the brain is essential for composition. In this regard, this means that language processing could be affected by the presence of dyslexia. This is due to the left frontal regions responsibility of assisting in speech production and retrieving words. Therefore, an individual who has difficulties in these academic regions may be diagnosed with dyslexia.
8. If a student expresses weaknesses in foundational reading skills, they might be experiencing neural signatures of dyslexia. This is common amongst students who have been diagnosed with dyslexia.
9. Neuroscientists acknowledge that brain imaging is helpful to determine if dyslexia is present. However, these scans and images should not be used as a basis for educational planning.
10. Studies have shown reading intervention is beneficial for strengthening skills which are often reduced due to dyslexia. Frequent exposure and practice are essential in promoting effective phonological processing and application of skill/knowledge.

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Chapter 3:

Dyslexia as a Language-
Learning Disability

Dyslexia is a type of disability that affects every individuals written language negatively.

There are three different components to language phonology, morphology, and syntax. To add to this, their are 5 sub components that talk about a specific aspect of language.

Phonology is known as the sound system of a language that also complies with the sound combinations.

Morphology on the other hand, helps structure words and constructs the word forms.

Lastly, Syntax governs the order and the combinations of words to make full sentences.

Language-Based Systems

Semantics is a system that controls the meaning of words and sentences. Pragmatics is a system where language components in functional  and socially appropriate communication. These also include purposes for using language. These include narrative, controversial, expository, persuasive discourse.

Students who are being identified as having both a language disorder and another learning disability can referred to students as  language learning disabilities.

Dyslexia as One Type of a Language-Learning Disability

Students with dyslexia are a group of students who experience difficulties in reading and writing. Some students may even experience difficulty in other spoken language disabilities. However the most common dyslexia difficulty is problems in word level reading.

Students with dyslexia get identified when their ability to decode gets recognized. Letters that represent a certain single speech or sound or even a specific deficit in in single word decoding. Another example to look for is when students have difficulties in blending words together to form a full word.

Phonological Awareness

Phonological Awareness is an individual’s awareness of sound structure to oral language.

Phonemic Awareness

Phonemic Awareness is a subset to phonological awareness but refers specifically to manipulate discrete individual sounds of language that are called phonemes.

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Chapter 4:

Characteristics of Dyslexia by Age Group—Strengths and Weaknesses

Inability to sound out new words: Dyslexia is the inability to sound out unfamiliar words. A certain way that we can assess certain words that are unfamiliar are asking that child to decode non words. It is also important to assess fluency and the accuracy of decoding when the individual has been taught to read and has letter and sound knowledge.

Limited Sight word:

When words can not be decoded, the fluency for reading to the connected text can be limited to the point where the comprehension is disrupted. To add to this, sight word vocabulary is to asses the accuracy and the fluency of recognizing common words once the child has begun to learn how to read.

Listening Comprehension: Students who struggle reading words on a certain page are often times better at comprehending material rather than reading it. Having said if a student reading comprehension is better than the reading comprehension, their are certain technology programs that covert text to speech and can also accommodate to students accommodations and situations.

Inadequate response:

It is very important to rule out the possibility that poor reading is often times cause by the lack of opportunity to read. Certain factors need to be taken account including the absence of school or the ability to learn in school. Intervention of course can also help rule out these possibilities of students having to struggle but it is always better to prevent this.

Signs of Dyslexia in Children by Age Group

Early intervention has said to be very beneficial for students who need to be diagnosed early. Theirs are many factors that parents and educators can observe, but an official diagnosis of dyslexia can not be proven until you get to see a child in action with their reading and writing.

Many difficulties related to dyslexia can often happen differently throughout a academic career and can also become more severe. Academics demands will also increase and struggles will arise with their parents as well. Not to mention, students will not be able to recognize certain things and will have a change of behavior.

Their are a variety of ways that you can see if your child is struggling and if their are certain signs for recognizing dyslexia.

Below are a few that I have added:

Talking or speech difficulty
Difficulty recognizing your own name
Lack of interest
Difficulty understanding
Difficulty remembering
Difficultly pronouncing
Difficulty learning
Difficulty separating and much more

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1. The Need for Early Identification and Intervention for Students with Dyslexia

The lack of early and accurate identification of students with dyslexia is one of the greatest contributing factors to lower scores in reading because the achievement gap between students with dyslexia and typical readers is noticeable at first grade. The longer a student goes through their education without receiving the proper identification and intervention, the greater the achievement gap becomes.

2. Universal Screening in the General Education Setting

Universal screenings are conducted by general education teachers, reading specialists, and Response to Intervention specialists where all students are screened for dyslexia starting in kindergarten and continuing every year after.

3. Targeted Small-Group Intervention

Targeted skill needs in reading, spelling, and writing are determined by the general education teacher for students to determine who needs more intensive instruction. This intervention group lasts for four to eight weeks.

4. Progress Monitoring

When the teacher is performing this part of the assessment process, it is important to look for patterns of strengths and weaknesses in the student's academic performance, the specific components of a skill that are assessed and how each skill is assessed, how the outcome measure is related to what is being taught in the classroom what a line on a graph indicating progress means specifically for the student, and what a line on a graph indicating regression means specifically to each student.

5. Multi-tiered System of Support (MTSS)

MTSS maybe be used to identify children suspected of having a specific learning disability.

6. Response to Intervention (RTI) and Instruction

RTI is a process that can be used for both assessment and intervention for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using data acquired through progress monitoring.

7. Comprehensive Language-Literacy Assessment of Individual Students for Dyslexia

It is important to evaluate the student's reading comprehension, written expression, and oral language skills to make an accurate identification of dyslexia, any other learning disabilities, or deficiencies.

8. To be identified as having dyslexia, the following areas should be assessed:

Difficulties with accurate and fluent word recognition and poor spelling/decoding abilities

Each student's abilities would be assessed using skill surveys and criterion-referenced measures to compare student's performance levels with grade-level expectations.

Deficits in the phonological component of language

Using a phonological processing skill survey, these skills are evaluated for each student.

Difficulties that are unexpected in relation to other cognitive abilities

The teacher determines student's reading difficulties that would not be expected given the student's medical history or academic levels.

Difficulties that are unexpected in relation to the provision of effective classroom instruction

The teacher uses both classroom instruction in general education and an assessment to determine eligibility of special education and to determine the quantity and quality of instruction needed for the student to be successful.

9. Screening and Assessment of Dyslexia in English Learners

Using the ELPAC, the baseline for English Learners can be determined.

10. Family History of Dyslexia

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1. Special education is provided to individuals with exceptional needs whose educational needs cannot be met through accommodations and modifications in a general education classroom.

2. Students with certain disabilities, such as dyslexia, do not automatically become eligible for special education . The student must be evaluated to determine the severity of their educational needs.

3. Severe discrepancies between intellectual ability and achievement, inadequate achievement despite appropriate learning experiences, and patterns of strengths or weaknesses in terms of grade level standards are the ways that California determines if a student has a disability.

4. The same assessment tools that are used to identify dyslexia can also be used to determine if the student meets the criteria for the specific learning disability.

5. Schools should use RTI or MTSS Interventions to collaborate with families, regardless of eligibility.

6. Students who do not qualify for Special Education may receive accommodations through a 504 plan.

7. The accommodations in a 504 plan can be individual or small group, as well as audio materials, text-to-speech technology, and other supports.

8. Parents interested in a 504 plan should contact their district.

9. Dyslexia is categorized under IDEA as a specific learning disability in the state of California.

10. OSERS published a letter offering guidance to state and local agencies on the “unique educational needs of children with dyslexia, dyscalculia, and dysgraphia.”

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1. Evidence-Based Instruction: Educational services for students with dyslexia should be evidence-based, multisensory, direct, explicit, structured, and sequential.

2. Structured Literacy: The International Dyslexia Association (IDA) identifies "Structured Literacy" as an encompassing term for approaches that align with IDA's Knowledge and Practice Standards for Teachers of Reading.

3. Simultaneous Multisensory Instruction: This approach integrates visual, auditory, and kinesthetic-motor pathways to support memory and learning of both oral and written language skills.

4. Direct and Explicit Teaching: All concepts are directly and explicitly taught to students, with continuous student–teacher interaction. Learning is never assumed.

5. Sequential and Cumulative: Instruction follows a logical order, beginning with simple language concepts and progressing to more complex ones. New concepts are related to previously taught concepts.

6. Phonology: Phonological awareness skills like blending, segmenting, and manipulation of speech sounds are crucial for reading.

7. Orthography: Students must learn to associate sounds (phonemes) with the letters (graphemes) that represent them for both reading and spelling.

8. Syllable Types: Knowledge of the six basic syllable types helps students accurately read longer words by allowing them to systematically divide the words into manageable "chunks".

9. Morphology: Understanding the meaningful elements within words (morphemes) improves word identification, spelling, and vocabulary.

10. Professional Support: Various trained professionals like general education teachers, credentialed reading specialists, and speech-language pathologists may support students with dyslexia.