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-make instruction as clear as possible

-use pictures

-provide hands-on activities

-give additional time and practice for activities

-build vocabulary of different languages in your classroom

-involve parents and siblings

-use peers as tutors

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https://ed.icivics.org

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1. Explain the importance of early screening and intervention for students at risk of dyslexia. -Early screening is important for these students to be successful in their academic achievement and students can have support as early as needed.

2. Describe the key characteristics of dyslexia. -symbols for words, decoding words - being able to translate written words into sounds, learning to speak, phonemic awareness - manipulate sounds in language, learning letters and sounds, memorizing number facts, spelling, learning a foreign language

3. Early screening and intervention for students at risk of dyslexia can significantly improve reading - difficulties.

4. Discuss the role of the Kansas Dyslexia Handbook in supporting educators and students with dyslexia. - The handbook is available for early identification of, instruction for and accommodations for students who struggle to read.

5. Dyslexia is a lifelong condition that cannot be outgrown. - True

6. What is the most effective approach for teaching reading to students with dyslexia? - A multisensory and structured literacy approach

7. Match the following terms with their definitions:

1. 1

Phonological awareness

The ability to recognize and manipulate the sounds in spoken language

2. 2

Decoding

The process of translating written words into sounds or meanings

3. 3

Fluency

The ability to read with accuracy, speed, and expression

4. 4

Comprehension

The understanding and interpretation of written text

8. What is the definition of dyslexia? - A learning disorder characterized by difficulty reading and decoding written language

9. Students with dyslexia often have difficulties with phonological awareness. - True

10. In the Kansas Dyslexia Handbook, dyslexia is defined as a learning disorder characterized by difficulty in phonological awareness and decoding written language.

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-insight that spoken words are made up of a sequence of somewhat separable sounds (phonemes)

-the sounds in spoken words match directly to the letters in written words (graphemes)

-every word can be broken apart into phonemes (tiniest part of speech)

-every written word is made up of specific symbols from the alphabet

-every sound in a spoken word is represented by a letters

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-phonological processing system: hears and recognizes words in sentences (processes spoken language) activates the meaning processing system

-meaning processing system: reviews stored vocabulary for possible meaning of word

-context processing system: involves background knowledge and language structure

-orthographic processing system: print

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What is the Science of Reading/Structured Literacy?

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What is the Science of Reading/Structured Literacy?

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there is a structured and systematic procedure process of teaching reading

literacy is speaking, listening, reading, and writing

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Dr. Linnea Ehri developed 4 stages in which students go through when learning how to read words

1. pre-alphabetic: little knowledge that letter sounds, use pictures to represent letters

2. partial alphabetic: learning that letters represent sounds, and the shape of letters

3. full alphabetic phase: starting to decode harder words, unfamiliar word patterns

4. consolidated apathetic: learn more about words, syllables, prefixes and suffixes

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-the ability to read rapidly, smoothly, without many errors, and with appropriate expressions

-often done orally

-when reading silently, the reader reads rapidly, without stumbling over words and with comprehension

-practice reading to be a good reader

-reading develops fluency skills

-read books at student's reading level

-print rich environment

-Repeated Reading

1. non accurate stage: children have difficulty recognizing and reading words "choppy"

2. accuracy stage: students are able to read and recognize words accurately but it tales them time and effort to do so. They tend to read slowly and without expression. May not understand what they are reading.

3. automatic stage: students read accurately and without much effort. Fluent Readers

Prosody: reading with proper expression, volume, phrasing, intonation or stress

Intonation: provides the melody of language that results from the use of stress, pitch and juncture

Juncture: helps children decide if the sentence/words/phrase says

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Simple View of Writing

-foundational writing skills x composition = skilled written expression

-foundational skills: encoding of words into written symbols

Handwriting

Stage of Writing

-syntax

-semantics

-grammar

Composition:

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-3 levels of word knowledge:

1. Unknown: unfamiliar words

2. acquainted: basic meaning only after student gives it some attention

3. established: words know easily and automatically

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Created by Dr. Hollis Scarborough

Contains 2 strands: language comprehension and word recognition

Language comprehension parts

-background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge

Word recognition parts

-phonological awareness, decoding (sound out, syllabus) and sight recognition

All strands intertwine, if a student has mastered all strands, reading comprehension will take place.

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word recognition x language comprehension = reading comprehension

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Four components:

1. knowledge

1. background knowledge, prior knowledge

2. stratagies

1. conscious efforts, flexible, higher level thinking, reflect and monitor

3. metacognition

4. motivation

1. set a purpose for reading, asks and answer questions

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Syllable types:

-closed

-open

-magic e

-vowel team

-r controlled

-consonate -le

Syllable division

Spelling:

-phonics

-word study lessons

-high frequency words

-frequent practice of words

-spelling patterns

-map out words

-syllable types

-word patterns sorting

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Phononolgical Awareness

-word awareness: knowing how many words are in a sentence (clap out, push u[ counters for words)

-alliteration: producing and identifying words that start with the same sound (name games)

-syllable awareness: counting parts in a word (clapping, pushing up counters, breaking up words and have students guess)

-rhyming: words that end with the same sounds

Phonemic Awareness

-spoken language consists of a series of small sound units or phonemes and the ability to manipulate these phonemes

-sounds like /k/ /a/ /t/ = cat (hearing)

-blend sounds /m/ /a/ /n/ = man (oral language)

-pre-requisite for reading

-rhyme

-alliteration

-sounds and spoken language

-sounds of language, language we hear, and spoken language