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10 Key Points from Chapter 1  - CA Dyslexia Guidelines - by Karina Gonzalez

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Chapter 1: A Twenty-First-Century Definition of Dyslexia

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Chapter 1: A Twenty-First-Century Definition of Dyslexia

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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. (IDA 2002)

2. Dyslexia may be understood as one type of a “specific leaning disability.”

3. Dyslexia is an unexpected difficulty in reading who has an intelligence to be a much better reader.

4. A person with dyslexia may have a weakness in decoding that results in difficulties in accurate and fluent word recognition.

5. When understanding dyslexia on a scientific level, there is progress to learning and understanding it.

6. To avoid a gap in academics, early diagnosis is crucial.

7. Early diagnosis is crucial because this will give the child the intervention they need and accommodations they need to have a better educational experience.

8. Dyslexia affects people from different cultures, ethnic and socioeconomic backgrounds.

9. Dyslexia is heritable.

10. Dyslexia often occurs with another condition. (Ex. Dysgraphia, dyscalculia, oral language impairment, and ADHD)

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10 Key Points from Chapter 2 by Karina Gonzalez

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1. Dyslexia is a neurobiological disorder with brain patterns that reflect poor phonological and orthographic processing.

2. Left frontal region is important for compensation.

3. Left temporo- parietal region is important for phonological processing and grapheme-phoneme.

4. Left occipito-temporal region is important for orthographic processing.

5. Important differences that neuroscientists are finding in dyslexia are amount of chemicals in certain parts of the brain and degree of synchronization of brain waves, as well as small differences in the structure of a large number of risks genes.

6. Even before they learn how to read, children show unusual patterns that can be signs of dyslexia.

7. Scientists have been able to locate unique identifiers to show that dyslexia is a real condition.

8. Scientists discovered that the structure of some genes that are important to dyslexia are different in people without dyslexia.

9. With appropriate reading interventions, people with dyslexia brain can be altered to resemble reading patterns seen in a brain of a person without dyslexia.

10. Two ways you can predetermine if a child has dyslexia is by family history of dyslexia or a weakness in critical pre reading skills.

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10 Key Points from Chapter 3 by Gisel Pena

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Chapter 3: Dyslexia as a Language Learning Disability

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Chapter 3: Dyslexia as a Language Learning Disability

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1. Dyslexia affects both reading and writing.

2. Dyslexia is one type of language-learning disability. Language disorder is defined as an impairment in the comprehension/use of spoken, written/other symbol systems. The disorder may involve the form, content, or function of language.

3. Students with dyslexia may also experience difficulties with their spoken language abilities.

4. Typically students with dyslexia are identified when they exhibit a deficit in their ability to decode and synthesize sounds sounds to form words.

5. Reading is dependent on both efficient word recognition and language comprehension abilities. Historically students with dyslexia have been inaccurately labeled as lazy, with low intellectual ability, ELL, or having less exposure to language at home.

6. Difficulties with phonological awareness and phonemic awareness are typically seen in students with dyslexia and affect the ability to associate sounds with letters to spell words.

7. In addition to phonological processing deficits, students with dyslexia have a history of delayed speech or language development.

8. individuals with dyslexia also have a history of impairment in articulation or phonological production/ receptive or expressive oral language skills.

9. Students with dyslexia may exhibit problems with language as early as their toddler years though they become obvious when they start to learn reading and writing.

10. Spoken language serves as a foundation for the development of written language skills, and written language development also positively influences spoken language development by facilitating growth in various aspects of language.

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10 Key Points in Chapter 4 by Gisel Pena

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Chapter 4: Characteristics of Dyslexia by Age Group - Strengths and Weaknesses

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Chapter 4: Characteristics of Dyslexia by Age Group - Strengths and Weaknesses

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1. Dyslexia affects students in ranges, from mildly to severely impaired.

2. Students with dyslexia have an inability to sound out new/unfamiliar words.

3. Students who struggle to read words on a page usually are able to better comprehend material by listening to it.

4. Signs of dyslexia in pre-school: baby talk/delays in speech, difficulty recognizing their name in print, lack of interest in books, difficulty reciting alphabet, difficulty pronouncing familiar words, difficulty with learning colors, numbers, days of the week, or shapes,

5. Signs of dyslexia in kinder- 1st grade: inability to rhyme one-syllable words (cat, hat), inability to separate compound words (rainbow= rain/bow), heavy reliance on pictures, difficulty with recalling/reading sight words, difficulty understanding segmentation.

6. Dyslexia 2nd–3rd grade: avoids reading aloud, omission of grammatical endings (ing, ed, s), wild guesses when pronouncing words, misspelling of high-frequency words, requires extra time to formulate sentences, answer questions, or finish tests, use of filler words vs proper names (stuff, things), difficulty remembering names, dates, random facts, inability to connect letters with sounds, difficulty with decoding difficulty understanding instructions or directions, difficulty learning a foreign language.

7. Dyslexia 3rd-8th grade: history of poor reading skills, error with reading patterns, minimal knowledge of word structure and prefixes, continues to display difficulty sight words, unaware of punctuation when reading aloud, difficulty with new vocabulary, transposes letter placement in common words, difficulty organizing ideas for writing, avoids reading for pleasure, a deficit in decoding skills, difficulty with word problems in math, difficulty with recalling facts, illegible handwriting, difficulty with nonliteral language, difficulty with written composition.

8. Dyslexia high school-college: history of reading and spelling difficulties, slow-paced reading avoids reading for pleasure, difficulty with note-taking, a tendency to pause or hesitate when speaking, mispronunciation of names or places, struggles to retrieve words, limited spoken vocabulary, low self-image, difficulty with project organization and time management skills.

9. Despite academic deficits individuals with dyslexia may also be gifted and talented. They are often successful in other domains.

10. Students with dyslexia may exhibit strong listening comprehension skills, reasoning, imagination, problem-solving abilities, talent at building objects, ability to replicate three-dimensional objects, advanced maturity level, and ability to see the “big picture.”

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10 Key Points in Chapter 9 - Screening and Assessment for Dyslexia - by Nichole Martin

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Chapter 9: Screening and Assessment for Dyslexia

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Chapter 9: Screening and Assessment for Dyslexia

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1. The achievement gap  between students with dyslexia and typical readers is evident as early as 1st grade

2. The issue is many are not identified until they are teeneagers, or sometimes never at all

3. The sooner students are identified, the sooner they can receive appropriate  support which can help close the achievement gap of readers

4. Screening- Universal screening includes all students in the entire grade level and should be administered by spring for proper placement for the next year.

5. Screening tools need to be evidence based and should target areas such as phonemic awareness, letter naming, oral reading fluency, listening comprehension and expression, and reading comprehension.

6. Assessment- Screening assessments should be conducted with a process involving Response to Intervention (RTI) or a Multi-Tiered System of Support (MTSS).

7. MTSS is a framework that brings together academic, behavioral, and social supports to help serve the whole child.

8. Progress Monitoring- Progress Monitoring begins in the second tier of the MTSS model. At this stage students receive intensive instruction in small groups. Specific skills are targeted and monitored for 4-8 weeks. If there is no progress, students will move to tier 3, individualized intervention with intensified progress monitoring.

9. Because dyslexia is defined as a reading disability, ELs are often identified as having dyslexia much later than English speakers.

10. The students native language should be considered when screening for dyslexia. Therefore, state and federal law require that schools administer a state test that measures student’s English language proficiency, such as the ELPAC

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10 Key Points from Chapter 10 - Special Education and 504 Plans - by Nichole Martin

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Chapter 10: Special Education and 504 Plans

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Chapter 10: Special Education and 504 Plans

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1. A student who has dyslexia will not always qualify for special education

2. However, there are 13 categories of qualified disabilities, one of which is Specific Learning Disability, which includes dyslexia.

3. A student who is identified for an IEP is required by law to receive special education services

4. Section 504 of the Rehabilitation Act of 1973 protects those students who do not qualify for an IEP, but still require additional support and services

5. To determine a Specific Learning Disability teachers assess if the the student have severe discrepancy between intellectual ability and achievement in different categories

6. Discrepancy in Oral expression, Listening comprehension, Written Expression , Basic reading skills, Reading comprehension, Mathematical calculation and/or reasoning can be a indicators of dyslexia

7. 504 plans are for students who do not qualify for an IEP or special educational services.

8. Students with dyslexia are protected under Section 504 to receive accommodations or extra support services.

9. 504 Plan for a Student with dyslexia include individual or small group instruction, Study guides or organizers/ outlines, extended response time

10. Technology can be used to help students with dyslexia such as text to speech and recording of lectures

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10 Key Points in Chapter 11 by Cristina Montana

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Chapter 11: Effective Approaches for Teaching Students with Dyslexia

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Chapter 11: Effective Approaches for Teaching Students with Dyslexia

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1. Teachers must use evidence-based strategies that have been proven to be an effective way to teach students with dyslexia.

2. The use of evidence based strategies can provide students with the education they need in general education settings so that only the most severe cases will need special education services.

3. The principles and content of Structured Literacy instruction for students with dyslexia include a Simultaneous Multisensory (Multimodal) approach, Direct and Explicit Instruction, Structured Instruction, and presentation of concepts that is Sequential and cumulative:

4. Simultaneous Multisensory (Multimodal). Simultaneous multisensory (multimodal) approaches incorporate two or more modalities simultaneously.

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

6. Structured. Instruction follows step-by-step procedures for introducing, reviewing, and practicing concepts, always with the goal of independent functional use.

7. Sequential and Cumulative. Presentation of concepts and skills follows the logical order of the structure of the language. Instruction is scaffolded and begins with teaching of the simple, most basic language concepts and elements and progresses systematically to more difficult and complex concepts and elements.

8. No single discipline “owns” dyslexia. There are many professionals involved with the student who needs Structures Literacy instruction and accommodations for that instruction.

9. The level of training and experience required for professionals who teach students with dyslexia will depend on the student, the instructional approach, and the severity of the dyslexia.

10. Progress Monitoring Teachers who are implementing interventions should immediately and consistently evaluate their progress monitoring data to inform the planning of subsequent instruction.