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When should assistive technology come into play at the younger grades (vs instructional interventions)?

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How can we better support parents after their child is screened and a difficulty revealed?

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Does Benchmark include/emphasize these necessary components? 

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Does Benchmark include/emphasize these necessary components? 

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And what about the classroom(s) with a teacher who did not go to the training?

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How can we empower and support our general educations teachers to provide structured interventions for students?

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After universal screenings are implemented, what will be CRLP's role/guidance for schools? 

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After universal screenings are implemented, what will be CRLP's role/guidance for schools? 

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Add School Psychologist to Early Literacy Working Group

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Add School Psychologist to Early Literacy Working Group

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Why isn't the term dyslexia used in IEPs even when students have been assessed?

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Why isn't the term dyslexia used in IEPs even when students have been assessed?

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Phonological processing seems to be used and it is not an intuitive or accessible word for most parents.

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Are we going to do the work now that we know better?  Can we please make it a practice that all of our children, but most especially our special education students will have access to a structed literacy program such as Orton Gillingham that is taught by one of our trained RSP teachers in the district at all of our schools?  It should not be that some students get the gold standard and some get nothing.  We know that real structured programs work, our students deserve it.

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Are we going to do the work now that we know better?  Can we please make it a practice that all of our children, but most especially our special education students will have access to a structed literacy program such as Orton Gillingham that is taught by one of our trained RSP teachers in the district at all of our schools?  It should not be that some students get the gold standard and some get nothing.  We know that real structured programs work, our students deserve it.

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In Hayward (Kindergarten) it seems many of the characteristics of dyslexia can present themselves as "false positives" due to insufficient exposure and lack of home school connection

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Continued problems with spelling and writing.

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We need something real -doing things the old way and expecting a different outcome is insane.  Structed literacy is the key, a whole approach to reading.

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We need something real -doing things the old way and expecting a different outcome is insane.  Structed literacy is the key, a whole approach to reading.

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It was disheartening to look at such a long list of challenges, and such a short list of strengths. In terms of the Whole Learner approach I felt Yale's approach to the topic was much more user friendly, especially for parents. Long lists of challenges quickly becomes overwhelming and can lead to emotional divergence. I appreciated what to include in each structure reading session.

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I had the same evolution of my teaching experience in how I utilized teaching assistants early on in teaching vs. later.  As "trained professional" and a general ed classroom teacher, when is the more specialized training (beyond my scope) more appropriate than what I can offer in small group or one-one in class?

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The inability to sound out new words is not a characteristic of students with Dyslexia.

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They have a lot of strengths including listening comprehension.  

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They have a lot of strengths including listening comprehension.  

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Dyslexia is not the "whole" of any child.  They are more than the limitations of their difficulties with reading.  They have strengths that they bring to the table that should be capitalized upon to make them feel that they can do anything they put their minds to.

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Dyslexia is not the "whole" of any child.  They are more than the limitations of their difficulties with reading.  They have strengths that they bring to the table that should be capitalized upon to make them feel that they can do anything they put their minds to.

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Orton Gillingham has these components.  Explicit and direct instruction .

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Orton Gillingham has these components.  Explicit and direct instruction .

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"Structured literacy" is not "Balanced literacy" - which is a Whole Language concept, not backed up by research.

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"Structured literacy" is not "Balanced literacy" - which is a Whole Language concept, not backed up by research.

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high school students  cant find descriptive words and use unimpressive language like "stuff" and "things"

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high school students  cant find descriptive words and use unimpressive language like "stuff" and "things"

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High School: Almost equal amount of strengths as characteristics 

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High School: Almost equal amount of strengths as characteristics 

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Sea of Strengths Resource to share with Parents

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Sea of Strengths Resource to share with Parents

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http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/

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The signs of dyslexia can appear as early as preschool. Whether you're a parent or teacher- or think you might have dyslexia yourself-here's what to look for, starting in the earliest years through adulthood.

The Preschool Years

Trouble learning common nursery rhymes, such as "Jack and Jill"

Difficulty learning (and remembering) the names of letters in the alphabet

Seems unable to recognize letters in his/her own name

Mispronounces familiar words; persistent "baby talk"

Doesn't recognize rhyming patterns like cat, bat, rat

A family history of reading and/or spelling difficulties (dyslexia often runs in families)

© Sally Shaywitz, Overcoming Dyslexia, p. 122

Kindergarten & First Grade

Difficulties

Reading errors that show no connection to the sounds of the letters on the page-will say "puppy" instead of the written word "dog" on an illustrated page with a picture of a dog

Does not understand that words come apart

Complains about how hard reading is; "disappears" when it is time to read

A history of reading problems in parents or siblings

Cannot sound out even simple words like cat, map, nap

Does not associate letters with sounds, such as the letter b with the "b" sound

Strengths

Curiosity

Great imagination

Ability to figure things out; gets the gist of things

Eager embrace of new ideas

A good understanding of new concepts

Surprising maturity

A larger vocabulary than typical for age group

Enjoys solving puzzles

Talent for building models

Excellent comprehension of stories read or told to him

© Sally Shaywitz, Overcoming Dyslexia, pp. 122 - 123

Second Grade through High School

Reading

Very slow in acquiring reading skills. Reading is slow and awkward

Trouble reading unfamiliar words, often making wild guesses because he cannot sound out the word

Doesn't seem to have a strategy for reading new words

Avoids reading out loud

Speaking

Searches for a specific word and ends up using vague language, such as "stuff" or "thing," without naming the object

Pauses, hesitates, and/or uses lots of "um's" when speaking

Confuses words that sound alike, such as saying "tornado" for "volcano," substituting "lotion" for "ocean"

Mispronunciation of long, unfamiliar or complicated words

Seems to need extra time to respond to questions

School and Life

Trouble remembering dates, names, telephone numbers, random lists

Struggles to finish tests on time

Extreme difficulty learning a foreign language

Poor spelling

Messy handwriting

Low self-esteem that may not be immediately visible

Strengths

Excellent thinking skills: conceptualization, reasoning, imagination, abstraction

Learning that is accomplished best through meaning rather than rote memorization

Ability to get the "big picture"

A high level of understanding of what is read tohim

The ability to read and to understand at a high level overlearned (or highly practiced) words in a special area of interest; for example, if he or she loves cooking they may be able to read food magazines and cookbooks

Improvement as an area of interest becomes more specialized and focused-and a miniature vocabulary is developed that allows for reading in that subject area

A surprisingly sophisticated listening vocabulary

Excels in areas not dependent on reading, such as math, computers and visual arts, or in more conceptual (versus fact-driven) subjects, including philosophy, biology, social studies, neuroscience and creative writing

© Sally Shaywitz, Overcoming Dyslexia, pp. 123-125

Young Adults & Adults

Reading

A childhood history of reading and spelling difficulties

While reading skills have developed over time, reading still requires great effort and is done at a slow pace

Rarely reads for pleasure

Slow reading of most materials-books, manuals, subtitles in films

Avoids reading aloud

Speaking

Earlier oral language difficulties persist, including a lack of fluency and glibness; frequent use of "um's" and imprecise language; and general anxiety when speaking

Often pronounces the names of people and places incorrectly; trips over parts of words

Difficulty remembering names of people and places; confuses names that sound alike

Struggles to retrieve words; frequently has "It was on the tip of my tongue" moments

Rarely has a fast response in conversations; struggles when put on the spot

Spoken vocabulary is smaller than listening vocabulary

Avoids saying words that might be mispronounced

School & Life

Despite good grades, often says he's dumb or is concerned that peers think he's dumb

Penalized by multiple-choice tests

Frequently sacrifices social life for studying

Suffers extreme fatigue when reading

Performs rote clerical tasks poorly

Strengths

Maintains strengths noted during the school-age years

Has a high capacity to learn

Shows noticeable improvement when given additional time on multiple-choice examinations

Demonstrates excellence when focused on a highly specialized area, such as medicine, law, public policy, finance, architecture or basic science

Excellent writing skills if the focus is on content, not spelling

Highly articulate when expressing ideas and feelings

Exceptional empathy and warmth

Successful in areas not dependent on rote memory

A talent for high-level conceptualization and the ability to come up with original insights

Inclination to think outside of the box and see the big picture

Noticeably resilient and able to adapt

© Sally Shaywitz, Overcoming Dyslexia, pp. 125- 127

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The signs of dyslexia can appear as early as preschool. Whether you're a parent or teacher- or think ...

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extreme and long term reading difficulties

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extreme and long term reading difficulties

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Struggle with reading and note taking, hard time decoding new words, remembering new names or places, great creativity, 3d, etc.

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Struggle with reading and note taking, hard time decoding new words, remembering new names or places, great creativity, 3d, etc.

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Question: I thought there was no such thing as right brain vs left brain person. It's more of a myth.  Is this in agreement? You have the ability to train your brain in various areas.

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Question: I thought there was no such thing as right brain vs left brain person. It's more of a myth.  Is this in agreement? You have the ability to train your brain in various areas.

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The size of the phonological and letter recognition regions are smaller than the area of compensation in the brains of people with dyslexia. This could be altered by explicit exercise.

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The left brain is used for reading, math, logic, etc.
The right side is used for compensating and etc.

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So reading intervention really can help students with D. overcome reading issues. How do we distinguish students with D. from those who have other learning disorders and emotional/psych issues, especially at the upper elementary level? What are the structured reading interventions that are most effective?

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Kids with dyslexia are using compensation a lotThe right kind of intervention can alter the brain function (since brain has elasticity)Early intervention is very beneficial

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Kids with dyslexia are using compensation a lotThe right kind of intervention can alter the brain function (since brain has elasticity)Early intervention is very beneficial

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Spectrum of brain function.  Intense reading remediation is necessary. 

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Spectrum of brain function.  Intense reading remediation is necessary. 

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The brain can be rewired through structured literacy intervention

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The brain can be rewired through structured literacy intervention

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Intervention can help people with dyslexia. I noticed it with a student last year.

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Intervention can help people with dyslexia. I noticed it with a student last year.

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Neural signatures are predictable. Over compensation happens in the prefrontal cortex. Left side of the brain has limited activation.

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Focused and meaningful targeted intervention is necessary to help dyslexics learn to read-the brain studies show that it works

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Focused and meaningful targeted intervention is necessary to help dyslexics learn to read-the brain studies show that it works

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A multisensory approach allows the right brain to help the left brain compensate, learn, and improve.

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Creativity may decrease as reading activity increases.

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Creativity may decrease as reading activity increases.

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Brain patterns can change with intervention

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Brain patterns can change with intervention

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neuroplasticity- the brain can change with systematic instruction

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neuroplasticity- the brain can change with systematic instruction

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the brain can change with targeted intervention

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the brain can change with targeted intervention

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Left brain deficiencies result in right brain compensation. The brain is a muscle and can grow areas of weakness.

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It can affect not only decoding but also comprehension and spelling.

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Dyslexia can be addressed in our classrooms starting in Pre-K, K

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Dyslexia can be addressed in our classrooms starting in Pre-K, K

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Not all learning disabilities are dyslexia, and not all students with dyslexia are special ed.

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The combination of other disabilities which might affect the student learning.

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The combination of other disabilities which might affect the student learning.

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Students are General Education Students FIRST and can be educated in gen. ed. classrooms 

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Students are General Education Students FIRST and can be educated in gen. ed. classrooms 

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Neurobiological underpinnings often misunderstood-

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Students with Dyslexia need to be specifically taught skills and strategies to help them read.

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Students with Dyslexia need to be specifically taught skills and strategies to help them read.

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I wonder how my Glassbrook families can be supported in navigating for support for their children with dyslexia

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I wonder how my Glassbrook families can be supported in navigating for support for their children with dyslexia

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It is neurobiological, hereditary, and difficulties with phonological awareness

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It is neurobiological, hereditary, and difficulties with phonological awareness

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In the secondary classroom this presents itself in problems with reading comprehension. 

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In the secondary classroom this presents itself in problems with reading comprehension. 

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Dyslexia is an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, due most commonly to a difficulty in phonological processing.

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Dyslexia is a paradox and is usually coupled with another challenges.

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People with dyslexia often think that they aren't intelligent, but in fact they can be incredibly strong in many other areas.

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People with dyslexia often think that they aren't intelligent, but in fact they can be incredibly strong in many other areas.

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It is not an intelligence issue! They have teh intelligence to be better readers.

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Probably the single biggest thing that we psychologists deal with all the time is that it's not the visual problem that most people think it is. ('letters jump around on the page")

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Probably the single biggest thing that we psychologists deal with all the time is that it's not the visual problem that most people think it is. ('letters jump around on the page")

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Early diagnosis is critical to narrow achievement gap

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Early diagnosis is critical to narrow achievement gap

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Big idea:

difficulty appreciating the individual sounds of spoken language impacting student's ability to speak, read, spell and learn a second language

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 Dyslexia is a specific learning disability that is neurobiological in origin.

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 Dyslexia is a specific learning disability that is neurobiological in origin.

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Unexpected due to person with higher intellectual ability

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Unexpected due to person with higher intellectual ability

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 Such students are not always Sp Ed students. They compensate by developing extra skills.

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 Such students are not always Sp Ed students. They compensate by developing extra skills.