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Reading and Writing Disabilities Definition and Key characteristics

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Reading and Writing Disabilities Definition and Key characteristics

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Throughout history, researchers have studied learning difficulties and people with dyslexia since the 17th century.

In 1877 dyslexia was referred to as "word blindness" a german neurologist by the name of  Adolf Kussmual called dyslexia "complete text blindness."

In 1887, Rudolf Berlin first used the term “dyslexia” to encompass reading challenges resulting from a disability.

In 1905 dyslexia became the first report of a child's reading disability.

In 1930 dyslexia became common.

In 1969 support laws were developed for students with any learning disability shall receive services.

In 1985 Texas passed the first state law for dyslexia, which makes schools test students for dyslexia and provide services for those who show signs of disability. Many other states do the same.

In 2001 The Elementary and Secondary Education Act became the No Child Left Behind Act. It holds schools and states more accountable for students.

In 2005 a dyslexia gene was discovered by a team of experts at yale university.

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Historical timeline for Attention Deficit-Hyperactivity  

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Historical timeline for Attention Deficit-Hyperactivity  

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ADHD was first discovered in 1902 by Sir Fredric Still, who described an abnormal deficit of moral control in children.

In 1932 it was discovered by German doctors Franz Kramer and Hans Pollnow described a condition called hyperkinetic disease.  Children with this condition couldn’t stay still. Their difficulty following rules disturbed their school classes. And they had problems getting along with other kids. The disease started in children ages 3 or 4 and peaked at 6.

In 1940 ADHD-like symptoms in children were described as “minimal brain dysfunction.” In the 1930s and 1940s, researchers believed ADHD-like symptoms and “deviant” behavior was caused by brain damage.

In the late 1960s, ADD/ADHD was recognized as a mental disorder, initially called hyperkinetic impulse disorder.

The category “attention deficit hyperactivity disorder” (ADHD) appeared in the DSM III in 1987. Attention disorders fall into two categories: ADHD and Attention Deficit Disorder (ADD), for people who struggle with attention but without the hyperactive component.

In the late 1990s, classroom accommodations were made to accommodate students with ADD/ADHD, such as giving extra time on tasks and using technology to assist with homework.

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Dyslexia laws focus on different things in different states. In general, they address one or more of the following issues:

Defining dyslexia and other conditions that affect language learning

Early screening and identification of students with dyslexia in grades K–3

Procedures for states/schools for screening and intervention (known as “dyslexia handbooks”)

Training and professional development for current teachers so they’ll understand how to teach children with dyslexia

Education about dyslexia in teacher preparation programs

Accommodations, support, and early intervention for kids identified as having dyslexia or being at risk

Funding for programs

Many of these discoveries predate IDEA. But states can include current research in their guidelines. The laws can outline specific ways for schools to evaluate, identify and teach students with dyslexia (Morin, A. 2015).

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Attention Deficit Hyperactivity Disorder laws 

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Attention Deficit Hyperactivity Disorder laws 

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For students with any form of disabilities, such as attention deficit hyperactivity, federal law protects students from disability discrimination called section 504 of the rehabilitation act of 1973

Section 504 protects any student with a disability from discrimination based upon disability.

Regardless of how well they perform in school, students with trouble concentrating, reading, thinking, organizing, or prioritizing projects, among other important tasks, because of ADHD may have a disability and be protected under Section 504.

A student with ADHD with a disability under section 504 may also be entitled to special education or related aids or services from their school district.

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Instructional and intervention strategies and resources to support the reading and writing development of students with dyslexia

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Instructional and intervention strategies and resources to support the reading and writing development of students with dyslexia

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Below are a few instructional strategies to assist students in the classroom with dyslexia:

Systematic and cumulative instruction that builds upon concepts previously learned.

Explicit and multisensory instruction that clearly and deliberately engagingly teaches the concepts.

Diagnostic teaching ensures instruction is individualized to each student’s unique needs. This instructional model is significant for students with dyslexia who struggle with the foundational literacy skills necessary to learn to read.

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instructional and intervention strategies and a resource to support the reading and writing development of students with ADHD

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instructional and intervention strategies and a resource to support the reading and writing development of students with ADHD

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Allowing students to listen to music while reading a textbook, having students listen to a recorded version of a book while reading the text, or giving students an extra piece of paper to doodle on while working on a writing assignment.

Other strategies that build up comprehension include reading aloud, previewing materials, asking questions, identifying the main ideas, word games, and other components of successful reading programs.

Resource:
Beyond Penguins and Polar Bears Resources

This electronic book series allows students to read and listen to stories, a feature handy for helping children with ADHD track and focus on text closely. The audio portion also helps students sound out words. These electronic books can be used as companions to illustrated versions of the stories, printed as individual books.

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Resource for families to assist with ADHD

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Resource for families to assist with ADHD

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Go on a scavenger hunt.

Put together several pictures of items you would like your younger child to look for in your home or outside.

Give the pictures a theme, such as numbers, letters, or colors. For example, you can give your preschooler five different flash cards. Each flash card can have a color on it. Ask your child to find something in your home that matches the color on the card.

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Resources for Families to assist students with dyslexia in developing reading and writing  

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Resources for Families to assist students with dyslexia in developing reading and writing  

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Letter Art- Assign a letter for your students to paint or draw–maybe a letter they’ve had trouble writing or one they often mistake for a different letter.

Storytime Rhymes- Read your students a picture book with plenty of rhymes. After each rhyming pair, brainstorm other words that rhyme to encourage students to practice phonological awareness on their own.

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More instructional strategies to support the reading and writing development of students with dyslexia (continued)...

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More instructional strategies to support the reading and writing development of students with dyslexia (continued)...

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Strategies include:

Modeled fluent oral reading: The teacher reads the text aloud, emphasizing expression and intentional pausing.

Guided oral reading: Students read a text aloud with feedback and explicit guidance from the teacher.

Repeated oral reading: Students read and reread a text multiple (for example, three) times. This is most effective with a model. Guided and repeated oral reading have improved verbal reading fluency in younger learners and older striving readers.

Continuous oral reading: Students read different passages at a similar level.

Prosody development through teaching phrase boundaries: Students learn the appropriate placement of pauses around phrase boundaries, contributing to understanding meaning.