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Intervention + informing content-area teachers of supports

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Intervention + informing content-area teachers of supports

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I think ideally we identify students early on who need the intervention, get them multiple days of targeted intervention class, and then meanwhile we inform their content-area teachers of their special needs, and help them build supports into their instruction

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Grade level characteristics in MS are many and varied and I am still unsure how to tell if they are dyslexia vs another issue

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Grade level characteristics in MS are many and varied and I am still unsure how to tell if they are dyslexia vs another issue

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Initial instruction should be whole group, as it's beneficial to all students, intervention small group

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In lower grades there are a lot of items that could be characteristics AND many behaviors that are also typical.

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In lower grades there are a lot of items that could be characteristics AND many behaviors that are also typical.

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There can be so much here, I can understand where there is so much confusion around how to actually 'identify' a student who is dyslexic.

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staffing issues with Structured Literacy programs

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staffing issues with Structured Literacy programs

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Wilson - Slingerland ... how does a school fund these programs when the number of students per class is ideally very low. How do we teach Gen Ed teachers to employ these strategies in regular classes

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Our group found that the signs of dyslexia aligned well with students who struggle on the literacy assessments we use (BPST, rapid naming, etc)

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we need more resources for middle school levels!

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we need more resources for middle school levels!

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Looking at the signs and non-signs, I can see how students, especially those with milder challenges, can be missed.

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There are so many signs in the younger grades. I would need a tool to help me keep track and analyze.

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There are so many signs in the younger grades. I would need a tool to help me keep track and analyze.

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I found the signs of Dyslexia as broken down to be very helpful and insightful

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Lots of students in my class exhibit signs of dyslexia, figuring out if there are other factors involved such as ESL

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Teachers need to be taught many of these skills, just like students do

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Teachers need to be taught many of these skills, just like students do

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Putting time and thought into the structure of literacy instruction is very important and necessary to create an equitable space for all students.

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overwhelmed by amount of independent reading expected, complex vocabulary, and speed at which reading takes place

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How will distance learning affect the accuracy of dyslexia signs?

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How does structured literacy look at the middle school level? Would this be most likely be intervention?

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How to fit this into a middle school setting? There are very few of us trained to teach dyslexic students and SPED folks do not have capacity to take it on with the demands of inclusion.

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How to fit this into a middle school setting? There are very few of us trained to teach dyslexic students and SPED folks do not have capacity to take it on with the demands of inclusion.

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If students are unable to sound out nonwords (nonsense words) it is a sign of dyslexia because they are having difficulty with sound-letter correspondence.

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there are early warning signs, and early intervention can be aimed at parents

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While reading all the characteristics, I started to realize how much our students with learning disabilities must be struggling at home.

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We discussed how hard it can be to identify any type of disability because the characteristics can be so similar e.g. dyslexia or adhd?

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transitioning from learning to read, to reading to learn.

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Systematic, multi-sensory and tricks from across different programs is key! One program won't have it all.

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What kind of support should I receive from my special education (resource) dept.

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Are there some fundamental adjustments to instruction that can help phonological development for students with dyslexia?

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Are there some fundamental adjustments to instruction that can help phonological development for students with dyslexia?

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sharing this research approach with parents/caregivers is very important. Parents can offer more support when they understand the nature of dyslexia. 

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sharing this research approach with parents/caregivers is very important. Parents can offer more support when they understand the nature of dyslexia. 

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Growth Mindset is important t o incorporate in the classroom for all students especially those who struggle more! 

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Growth Mindset is important t o incorporate in the classroom for all students especially those who struggle more! 

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Does this re-training of the brain get harder the older you get?

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Reading is a left brain activity, dyslexics are right brain dominant

Dyslexics do a lot of compensating so have other thinking skills some might not be as strong in

8 weeks of intervention can literally change the brain according to brain scans

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all of the research is exciting, and I look forward to seeing how we can integrate it into our students' experiences - my district does not have a lot or resources for students with dyslexia at this point.

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The brain can change! Intervention is so important

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After 8 weeks remediation, people with dyslexia begin to show brain patterns while reading similar to those who are not dyslexic.

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Diversity is the norm, not the exception.

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Diversity is the norm, not the exception.

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1) I think it's important that EVERYONE know this, not just reading specialists and sped teachers.

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1) I think it's important that EVERYONE know this, not just reading specialists and sped teachers.

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2)  Reading circuits can grow- supercool

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Critical to focus on the strengths that comes with dyslexia to boost SEL.

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My key takeaway was that we can help students retrain their brain to make reading easier, which is exciting!

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After structured intervention, the lefthand side of the brain of a dyslexic person CAN be activated, and they can experience more ease and success with reading

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I think students who struggle with any type of "learning disability" may benefit from watching the video and knowing that everyone's brain learns differently. 

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I think students who struggle with any type of "learning disability" may benefit from watching the video and knowing that everyone's brain learns differently. 

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It feels very hopeful that with intense multi-sensory intervention, students with dyslexia can re-train their brain.

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Dyslexia could be difficulty in phonological processing or weakness in decoding.

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is an unexpected difficulty for someone who has the intelligence to be a better reader"

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Dyslexia can be a spectrum from mild-severe and can cause issues other than just reading difficulties

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Dyslexia can affect a students ability to learn a second language. How do we test our ELD students?

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neurobiological, phonologically based, not just lazy

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neurobiological, phonologically based, not just lazy

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It can be identified as early as 1st grade.

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It can be identified as early as 1st grade.

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Students with Dyslexia are gen ed students first, with more supports needed

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I am wondering if there is a specific dyslexia diagnosis within the SPED testing or if it comes out as a specific learning disability.

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Are there specific definitions/guidelines on what constitutes 'research-based' and 'evidence-based'? My colleagues and I struggle with this sometimes as we all have different definitions and understandings of what these are. Help, please!

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Connection between dyslexia, ADHD, & dysgraphia.

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Dyslexia paradox - weakness in decoding but high in cognitive functions (reasoning, critical thinking).  (Johnna Cabrera)

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Dyslexia paradox - weakness in decoding but high in cognitive functions (reasoning, critical thinking).  (Johnna Cabrera)