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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." (IDA 2002)

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Students qualify for special education services. Dyslexia is a basic psychological processes: phonological processing.

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The individual who has the intelligence to be a much better reader. Most usually difficulty in phonological processing, sounds of the language. Affects the ability of an individual to speak, read, spell, and often learn a second language.

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Individuals with dyslexia may have difficulty in decoding. Results in difficulties in accurate and fluent word recognition. Strengths in higher-level cognitive functions, such as reasoning, critical thinking, concept formation, or problem-solving

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Scientific level, including the epidemiology and cognitive and neurobiological bases of dyslexia.

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Critical for achievement gap. Critical to ensure students receive focused, evidence-based intervention leading to self-awareness, self-empowerment, and the provision of necessary accommodations for success in school and life.

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Accomplished by screening, followed by identification and remediation with evidence-based approaches

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According to the IDA (2016b), dyslexia affects people from different cultural, ethnic, and socioeconomic backgrounds nearly equally.

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It is important to know family history when assessing students because it runs in families.

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Occurs in Combination with other Conditions

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Occurs in Combination with other Conditions

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Dyslexia often occurs in combination with other conditions (e.g., dysgraphia, dyscalculia, oral language impairment, and attention-deficit/hyperactivity disorder [ADHD]).

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Individuals have poor phonological and orthographic processing

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Signatures include, but are not limited to, the function and structure of the left hemisphere language regions such as the left temporoparietal region related to phonological processing, and the left occipitotemporal region related to orthographic processing (Linkersdörfer et al. 2012)

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In individuals with dyslexia chemicals in certain regions of the brain and waves between the brain are atypical.

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Many individuals with Dyslexia have other family members who also have the condition. Regardless of age “neural signatures of dyslexia” are often observed in these individuals. Early diagnosis can be observed in prereading skills.

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Dyslexia characteristics can be seen in students even if they are speaking or writing other languages.

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Brain patterns can predict outcomes. Brain patterns are similar if the student is identified early and intervention is provided or not.

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Individuals with Dyslexia fall under the Disabilities Education Act (IDEA) 2004 because of these criteria. Identification of individuals with dyslexia does not require a discrepancy between reading and other cognitive abilities, such as IQ (Tanaka et al. 2011).

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Gifted students with reading abilities lower than their cognitive capacities show neutral signatures also. Gifted students with low reading abilities are often misdiagnosed and may be eligible for services.

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Brain scans are not necessary unless clinically and medically prescribed. Neural signatures of dyslexia are reliable for diagnosis. Neural signatures of dyslexia can predict dyslexia risks and outcome.

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Neural signatures of dyslexia can change with intervention. Reading interventions can alter the unique identifiers in the brain to resemble the brain of a person without dyslexia.

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The sound system of a language and the rules that make up the sound combinations.

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The system that governs the words and the construction of word forms.

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The system that governs the correct order and combination of words to form meaningful sentences and the relationships that these words create.

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The system that governs the meaning of the words themselves or sentences as a whole.

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The system that governs all of the components of language and gives the words and sentences practical meaning.

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Dyslexia as one type of a language learning disability.

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Dyslexia as one type of a language learning disability.

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This disorder may include a disability is the phonology, morphology, syntax, semantics, or pragmatics of words or sentences.

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Some students have an issue speaking words, but the main problem students have with dyslexia is in word-level reading and spelling. This is most likely what we will find in students that have dyslexia.

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Students with dyslexia have lack the awareness of the sounds of words to break them apart so they have difficulties in associating letters with sounds and associating letters with sounds in order to spell.

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This refers to the ability to quickly remember digits, names, letters, objects, or colors. Individuals that have a difficulty with rapid naming will have a harder time reading and learning words accurately.

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Connection to speaking and reading and writing

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Connection to speaking and reading and writing

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There is a strong correlation between spoken language and the development with written language and spoken language serves as a foundation to written language.

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It is important to assess these students in pseudo-word decoding to make sure they will be successful in actual word reading.

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We can assess these children by assessing the accuracy and fluency of common words once they are able to read.

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It is important for students that are better at learning comprehension than reading comprehension to provide these students with assistive technology that can read aloud to the student.

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Inadequate response to effective instruction and intervention

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Inadequate response to effective instruction and intervention

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When a student is not responding well the effective instruction we must ensure that they are getting adequate instruction away from school and have opportunities to read and understand words.

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A delay in talking or speech

difficulty recognizing their own name

lack of interest in books

difficulty rhyming words or songs

difficulty reciting the alphabet

difficulty pronouncing regular words

mostly just difficulty at all reading and remembering the days of the week or colors

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Inability to create a rhyme for a single syllable word

have issues with certain letters and compound words together

heavily relies on the pictures of a story in order to read

finds reading difficult to do and they do not like to read

they have a difficult time with certain letter combinations

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avoidance in reading aloud and frustration with reading tasks

they will give wild guesses ti tge sounds and meaning of words

difficulty remembering spelling words over time

misspellings of common words

difficulty learning the connection between letters and sounds

confusion over small words

difficulty learning new vocab

below average reading skills

use imprecise language langauge

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During this time the school system really transitions from teaching how to read and then using resources the the students read in their work. This causes students with dyslexia to feel overwhelmed and they have a hard time at increasing their complex vocabulary and the speed at which things are being read can cause them to not want to do the assignments.

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During this stage, individuals with dyslexia will go undiagnosed or have been diagnosed just in high school so they are very behind from their peers. This makes it difficult to catch up and understand how to help their learning disability so it is very important to be able to catch it early with children to be able to give the resources and support them throughout school.

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Strengths observed in students with dyslexia

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Strengths observed in students with dyslexia

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There are many characteristics that students with dyslexia show strengths in such as:

curiosity

'advanced maturity level

want to embrace new ideas

building objects

strong imaginations

problem solving abilities

solve puzzles

can replicate models

strong thinking skills

good listening comprehension

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Early Identification: Emphasizes the importance of early identification of dyslexia through screening processes to provide timely interventions and support for students.

Screening Tools: This section discusses the use of reliable and valid screening tools to identify students at risk for dyslexia. These tools should assess phonological awareness, decoding, and other related literacy skills.

Multi-Tiered Systems of Support (MTSS): Encourages the implementation of MTSS frameworks to provide differentiated support based on students' needs, ensuring that all students receive appropriate interventions.

Comprehensive Assessment: This section highlights the need for comprehensive assessments to diagnose dyslexia, which should include evaluations of phonological processing, word recognition, reading fluency, and spelling.

Use of Data: This section stresses the importance of using data from screenings and assessments to inform instructional practices and intervention strategies.

Professional Development: Recommends ongoing professional development for educators to enhance their understanding of dyslexia and improve their ability to administer screenings and interpret results effectively.

Parent and Family Involvement: Advocates for parents' and families' involvement in the screening and assessment process to ensure they are informed and can support their children's learning needs.

Culturally and Linguistically Appropriate Practices: This statement calls for the use of culturally and linguistically appropriate assessment practices to accurately identify dyslexia in diverse student populations.

Legal and Ethical Considerations: This section addresses the legal and ethical considerations in the assessment process, ensuring that all students have equitable access to screenings and assessments.

Continuous Improvement: Emphasizes the need for constant improvement in screening and assessment practices based on current research and best practices to serve students with dyslexia better.

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Eligibility Criteria: Students with dyslexia do not automatically qualify for special education services. Eligibility is determined based on whether their dyslexia significantly impacts their educational performance and requires specialized instruction.

Individualized Education Program (IEP): For students who qualify, an IEP outlines specific educational goals, accommodations, and services tailored to meet their unique needs. The IEP is regularly reviewed and updated.

Section 504 Plans: These plans provide accommodations for students with disabilities, including dyslexia, to ensure they have equal access to education. Unlike IEPs, 504 Plans do not require specialized instruction but focus on providing necessary supports in the general education setting.

Assessment and Identification: Comprehensive assessments are essential for identifying dyslexia. These assessments must evaluate various areas, including phonological processing, decoding, fluency, and comprehension, to determine the appropriate interventions.

Accommodations and Modifications: Both IEPs and 504 Plans may include accommodations such as extended time on tests, access to audiobooks, or the use of assistive technology to support students' learning.

Multidisciplinary Teams: The development of IEPs and 504 Plans involves a team of professionals, including educators, psychologists, and parents, ensuring that all aspects of the student's educational needs are addressed.

Legal Framework: The Individuals with Disabilities Education Act (IDEA) governs IEPs, providing robust protections and services for students with disabilities. Section 504 of the Rehabilitation Act focuses on preventing discrimination and ensuring accessibility.

Parent and Student Involvement: Parents and students are integral to the planning process, providing valuable insights into the student's strengths and challenges, and helping to develop effective support strategies.

Progress Monitoring: Regular monitoring of students' progress is critical to evaluate the effectiveness of interventions and make necessary adjustments to the educational plan.

Transition Planning: For older students, IEPs include transition planning to prepare them for post-secondary education or employment, ensuring they have the skills and supports needed for success beyond school.

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Eligibility Criteria: Students with dyslexia do not automatically qualify for special education services. Eligibility is determined based on whether their dyslexia significantly impacts their educational performance and requires specialized instruction.

Individualized Education Program (IEP): For students who qualify, an IEP outlines specific educational goals, accommodations, and services tailored to meet their unique needs. The IEP is regularly reviewed and updated.

Section 504 Plans: These plans provide accommodations for students with disabilities, including dyslexia, to ensure they have equal access to education. Unlike IEPs, 504 Plans do not require specialized instruction but focus on providing necessary supports in the general education setting.

Assessment and Identification: Comprehensive assessments are essential for identifying dyslexia. These assessments must evaluate various areas, including phonological processing, decoding, fluency, and comprehension, to determine the appropriate interventions.

Accommodations and Modifications: Both IEPs and 504 Plans may include accommodations such as extended time on tests, access to audiobooks, or the use of assistive technology to support students' learning.

Multidisciplinary Teams: The development of IEPs and 504 Plans involves a team of professionals, including educators, psychologists, and parents, ensuring that all aspects of the student's educational needs are addressed.

Legal Framework: The Individuals with Disabilities Education Act (IDEA) governs IEPs, providing robust protections and services for students with disabilities. Section 504 of the Rehabilitation Act focuses on preventing discrimination and ensuring accessibility.

Parent and Student Involvement: Parents and students are integral to the planning process, providing valuable insights into the student's strengths and challenges, and helping to develop effective support strategies.

Progress Monitoring: Regular monitoring of students' progress is critical to evaluate the effectiveness of interventions and make necessary adjustments to the educational plan.

Transition Planning: For older students, IEPs include transition planning to prepare them for post-secondary education or employment, ensuring they have the skills and supports needed for success beyond school.

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This type of instruction is research based and provides content in a different time sequence. This can be done instead of regular lessons by integrating instruction into regular occurring activities throughout the day.

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It is important to identify what goals your students are needing to work on. These students have goals because the general education curriculum and instruction hasn’t worked for them. They need specific and unique instruction to progress in their education.

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Making sure that you collect baseline data and data throughout the process of working with a student is important. If you want to make sure you are effectively teaching and check in a students progress, collecting data is key.

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If a student is not making progression on their goal, it is important to reconvene and change up your teaching methods in order to make them learn effectively.

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Self determination-What do I want to learn?

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Self determination-What do I want to learn?

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By involving the student in what they want to learn, you see what they believe is their strengths and weaknesses and can help in you motivating them.

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This helps the teacher know what skills the student possesses currently and aides in the process of the students learning.

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What can keep me (student) from taking action?

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What can keep me (student) from taking action?

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This method of the SDLMI helps the teacher and student both by identifying what will make them not progress.

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By having the student answer this question, it enables the teacher to see what the student has planned and enables a self monitoring process.

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Keep student at the center of the process

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Keep student at the center of the process

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Always make sure that the student is at the center of the teaching process. It is important that these students are the main focus and get the center of attention so any changes can be made and progress can be tracked.

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By speaking to the student about the roles you and they have in your class, it helps build rapport and the student feels more in control of their education process.