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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. The International Dyslexia Association defines dyslexia as a learning disability of neurobiological origin.

2. Characteristics include: difficulty with accurate/fluent word recognition, poor spelling and decoding abilities

3. Students with dyslexia may experience difficulties in reading comprehension

4. Early diagnosis is essential to narrow the achievement gap for students, signs appear as early as the first grade

5. There can be signs of strengths in reasoning, critical thinking, concept formation or problem solving

6. Dyslexia occurs across all cultural, ethnic and socioeconomical groups

7. Difficulty with phonological processing

8. Dyslexia often runs in the family

9. Dyslexia also occurs with other conditions; dysgraphia, dyscalculia, oral language impairment, and attention-deficit/hyperactivity
disorder

10. Early diagnosis can provide interventions leading to self-awaeness, self-empowerment and accommodations to be successful in life and school

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1. Dyslexia is a neurobiological disorder with distinct "neural signatures"

2. These signatures are in the hemisphere of the brain where the language is, the left temporo-parietal region, the left frontal region, and the left occipito-temporal region

3. dyslexic brain differences can involve brain chemicals, neural oscillations, and risk genes

4. Children with signs of dyslexia: weakness in letter identification, letter-sound knowledge, phonological awareness, and rapid naming

5. Neural signatures appear before students speak languages, but can change with reading intervention

6. Brain patterns can help predict outcomes in students with dyslexia

7. Dyslexia has a genetic component

8. Gifted students also show neural signatures that could lead to misdiagnosis.

9. Neural Signatures are:

1. reliable

2. prediciable

3. change with intervention

4. presented in gifted students

10. Research says early identification and intervention are beneficial

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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 is one type of language-learning disability which affects primarily written language skills such as reading and writing.

2. There are three major components of language: form, content, and use

3. Dyslexia represents a subgroup of students that have difficulty in word-level reading and spelling.

4. With dyslexia, there is a specific deficit when it comes to single-word decoding with a weakness in phonological processing.

5. Most people with dyslexia have difficulty with phonological processing, including phonological memory, awareness, and the speed of naming.

6. With phonological awareness, it has to do with knowing and understanding that spoken language can be divided into smaller units such as words, syllables, and phonemes.

7. Rapid naming means quickly naming digits, letters, objects, or colors. "It requires efficient retrieval of phonological information from long-term memory, the same type of ability that is the foundation of word identification-decoding." (California Department of Education, 2017, p. 13)

8. When a student has dyslexia, they may also have a history of delayed speech and other early oral language difficulties.

9. Phonological memory means coding the information that comes from working memory, which is crucial for decoding words that a student may be unfamiliar with.

10. The most advanced subset of phonological awareness is phonemic awareness

California Department of Education. (2017). California dyslexia guidelines. CDE Press.

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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. Four key symptoms include inability to sound out new words, difficulty to respond to instruction, limited sight-words, and listening comprehension exceeds reading.

2. Symptoms vary, depending on whether a student has mild to severe dyslexia

3. There are indicators in preschool, such as difficulty with nursery rhymes or delayed speech.

4. Signs in K-1 include inability to create rhyme, difficult with letters and sounds and relying mostly on pictures.

5. Signs in 2-3 include omission of grammatical ends and spelling errors

6. Signs in 4-8 struggle as the learning shifts from using learning to read as tool and into reading to learn. "This transition is called the move from “learning to read” to “reading to learn.” (California Department of Education, 2017, p. 19)

7. Middle and High School students will feel overwhelmed and fatigued if undiagnosed with dyslexia at this point.

8. There are many strengths with dyslexia, including advanced maturity, strong imagination, and problem-solving abilities.

9. They also may have strong visual-spatial thinking.

10. Lastly, students with dyslexia may have a weakness in decoding but strengths in things like reasoning and critical thinking.

California Department of Education. (2017). California dyslexia guidelines. CDE Press.

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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. Early Identification Is Critical
Students with dyslexia show signs of reading struggles as early as first grade. Without early intervention, the achievement gap between typical readers and those with dyslexia persists and does not close over time.

2. Universal Screening Should Begin in Kindergarten
Universal screening in general education classrooms helps identify students at risk for dyslexia early. It should be implemented schoolwide, beginning no later than kindergarten and continuing yearly.

3. Multiple Indicators Are Needed
No single test can diagnose dyslexia. A combination of symptoms, risk factors, and learning history must be considered for accurate identification.

4. Screening vs. Assessment
Screenings are brief and used with all students to identify those at risk, while assessments are more in-depth and individualized, requiring parent consent and often involving specialists.

5. Progress Monitoring Tracks Effectiveness
Progress monitoring is used to evaluate whether interventions are helping. It involves ongoing data collection to guide instructional decisions and improve outcomes.

6. Use of a Multi-Tiered System of Support (MTSS)
California uses MTSS to align academic, behavioral, and social-emotional supports. It includes universal screening, targeted small-group instruction (Tier 2), and individualized intensive intervention (Tier 3).

7. RtI2 (Response to Instruction and Intervention)
RtI2 emphasizes a data-driven approach to instruction. It integrates general and special education supports to all students and can be used as part of the process before referring a student for special education.

8. Tiered Instruction Levels

Tier 1: Universal screening and high-quality classroom instruction for all.

Tier 2: Targeted small-group interventions with regular progress checks.

Tier 3: Intensive, individualized instruction with frequent monitoring and smaller student-teacher ratios.

9. Eligibility for Special Education
Students not making adequate progress in Tier 2 or Tier 3 may be referred for special education evaluation. However, RtI2 cannot be used to delay or deny evaluation if there is a suspected disability.

10. Assessing English Learners and Family History
Screening must be culturally and linguistically appropriate. Gathering information about a family history of dyslexia can also help guide identification and intervention efforts.

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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. Having dyslexia alone doesn’t guarantee special education eligibility.
Students must first receive support through general education before being considered for special education services.

2. Dyslexia falls under the federal category of “specific learning disability.”
This is one of several classifications used to identify students eligible for special education under IDEA.

3.Special education offers personalized instruction and related services free of charge.These services range from resource support to full-time special classrooms and aim to serve students in the least restrictive environment.

4.There are three criteria for identifying a specific learning disability in California.
These include a significant gap between ability and achievement, poor response to interventions, or a specific pattern of strengths and weaknesses.

5. Family collaboration is crucial throughout the evaluation and support process.Schools should partner with parents to address student needs, whether or not special education eligibility is determined.

6. Federal guidance supports explicitly naming dyslexia in IEP and evaluation documents.The 2015 OSERS letter encourages the use of the term to help clarify students’ unique learning challenges.

7. Students not qualifying for an IEP may still receive protections and accommodations under Section 504.
Section 504 ensures students with disabilities receive equal access to education even without special education eligibility.

8. Common accommodations in 504 plans for students with dyslexia include extra time, assistive technology, and small group instruction. Other supports may include audio materials, outlines, and specialized teaching strategies.

9. Parents have the right to request a 504 plan for their child through the local school district.The district will follow procedures to determine eligibility and necessary accommodations.

10. There are many valuable resources for understanding special education and 504 plans.These include federal guides, state agencies, and nonprofit organizations dedicated to supporting families and educators.

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chapter 11: Effective approach for teaching students with dyslexia 

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chapter 11: Effective approach for teaching students with dyslexia 

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1. Structured Literacy is a proven teaching method for students with dyslexia. It’s clear, step-by-step, and uses multiple senses like seeing, hearing, and moving.

2. Not all students with dyslexia need special education. Many can succeed with the right support in general education classrooms.

3. Evidence-based instruction means using teaching methods that research has shown to work well for students with reading difficulties.

4. Multisensory teaching helps students learn better by combining visual seeing, auditory hearing, and kinesthetic movement learning.

5. Instruction should be direct, explicit, and clear teachers don’t assume students know something; they teach and guide carefully.

6. Lessons are structured, sequential, and cumulative, meaning they move from simple to complex, always building on what’s already been learned.

7. Students are taught language at all levels including sounds phonology, letters and spelling orthography, word parts morphology, sentence structure syntax, and meaning semantics.

8. Trained professionals such as general education teachers, reading specialists, and speech-language pathologists can all help support students with dyslexia.

9. Accommodations like audiobooks, extra time, spell-check tools, or text-to-speech technology can help students show what they know without being held back by their dyslexia.

10. Progress monitoring is essential for teachers regular check ins and how students are doing and adjust teaching as needed to help them improve.