Dyslexia by Annika Trygestad

It is more than just only reading and writing backwards

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Many kids when they are young and first starting they write their letters backwards.
(Brooks, 2019)

Typical things they struggle with

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Identifying sounds in a word, blending sounds, repeating, rhyming and remembering (Brooks, 2019)

Errors in spelling

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If they do not have all the sounds in a word represented, then this could be a sign. ( Brooks, 2019)

Helpful strategies

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-Code based approach: phonics and direct instruction.
-"Over learning" lots and lots of practice.
-Not moving so fast: review through the year all skills.
-Older students encourage them to count on their fingers or tap under their desks to help them segment.
- Use non-sense or detached syllables so that they don't feel embarrassed they do not know simple words.
- Multisensory delivery: use more than one sense at a time, like writing the letter while saying it out loud or using manipulatives. (Brooks, 2019)

It is common

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15-20% of the population as a whole have some symptoms of dyslexia.
3:20 ration in the classroom
(Brooks, 2019)

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"Dyslexia is a specific learning disability that is neurological 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 the growth of vocabulary
and background knowledge." (DITC Handbook, 2017)

It runs in families

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The probability of your children having dyslexia if you or your partner has it increases a lot. (DITC Handbook, 2017)

Common effects

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"The core difficulty involves word recognition and reading
fluency, spelling, and writing. Some individuals with dyslexia manage to learn early reading and spelling tasks,
especially with excellent instruction, but later experience their most debilitating problems when more complex
language skills are required, such as grammar, understanding textbook material, and writing essays. " Reaches beyond just the classroom DITC Handbook, 2017

General problems experienced by people with dyslexia include the following:

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The sooner, the better when diagnosing dyslexia

 Learning to speak
 Learning letters and their sounds
 Organizing written and spoken language
 Memorizing number facts
 Reading quickly enough to comprehend
 Keeping up with and comprehending longer reading assignments
 Spelling
 Learning a foreign language
 Correctly doing math operations
(DITC Handbook, 2017)

Some specific signs for elementary aged children may include:

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"Difficulty with remembering simple sequences such as counting to 20, naming the days of the week, or
reciting the alphabet
 Difficulty understanding the rhyming of words, such as knowing that fat rhymes with cat
 Trouble recognizing words that begin with the same sound (for example, that bird, baby”, and big all start
with b)
 Pronunciation difficulties
Trouble easily clapping hands to the rhythm of a song
 Difficulty with word retrieval (frequently uses words like “stuff” and “that thing” rather than specific words
to name objects)
 Trouble remembering names of places and people
 Difficulty remembering spoken directions."
(DITChandbook, 2017)

Sooner rather than later

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For students who exhibit the warning symptoms of dyslexia, early detection and intervention are crucial for improved outcomes in the long run. It is now possible to test, identify, and correct reading challenges early on thanks to research that has pinpointed the exact skill deficiencies that predict subsequent reading difficulties. Programs at the kindergarten and first-grade levels, which require roughly 30-45 minutes each day, can solve problems for the majority of kids. Regular testing in kindergarten and first grade (DITC Handbook,2017)

How to Diagnose

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Testing for intellectual and academic aptitude is frequently part of a thorough evaluation, which also involves an analysis of the fundamental language abilities that are closely related to dyslexia. These include the student's ability to quickly name letters and names, as well as receptive (hearing) and expressive language abilities, phonological skills and phonemic awareness. It's important to evaluate a student's capacity to read lists of words both alone and in context. If a profile that is typical of readers with dyslexia starts to emerge, an individual intervention plan should be created. This plan should contain the necessary accommodations, including extra time. The testing may be carried out by certified school personnel or independent experts.

Why to evaluate

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Information is gathered through an evaluation procedure in order to pinpoint the elements that are hindering a student's ability to learn to read and spell. In order to comprehend development and the educational possibilities that have been offered, information is first obtained from parents and teachers. Tests are then administered to determine strengths and weaknesses, which results in a diagnosis and a rough plan for intervention. ( DITC, 2017)

When to evaluate

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Test students young: Screen your students with these recommended by the DITC Handbook:
Colorado Learning Disabilities
Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
(DITC Handbook, 2017)

How to read the evalutations

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 Total Score <16 = Minimal Risk
 Total Score 16-21 = Moderate Risk
 Total Score >21 = Significant Risk

" Minimal Risk: The score indicates that there is little in the child’s developmental history to indicate that he/she is at
risk for a reading disability (dyslexia). However, if there are concerns about the child’s reading progress, an evaluation
with the school or a licensed child psychologist is recommended to examine the nature of these difficulties."

"Moderate Risk: The score indicates that there are features of the child’s developmental history (e.g. difficulty learning
letters, required extra reading help) that may be consistent with a reading disability (dyslexia). Reading disability
constitutes a very common learning disability, affecting approximately 5% of the United States population. Reading
disability is characterized by slow or effortful reading, difficulty sounding out new words, and problems with spelling. If
there are concerns about the child’s reading progress, an evaluation with the school or a licensed child psychologist is
recommended to examine the nature of these difficulties."

" Significant Risk: The score indicates that there are several features of your child’s developmental history (e.g. difficulty
learning letters, required extra reading help) that are consistent with a reading disability (dyslexia). Reading disability constitutes a very common learning disability, affecting approximately 5-10% of the United States population. Reading disability is characterized by slow or effortful reading, difficulty sounding out new words, and problems with spelling. The results of this questionnaire indicate that your child may be experiencing some or all of those symptoms. A formal evaluation with the school or a licensed child psychologist is strongly recommended so that your child can get the reading support he/she needs, if appropriate. " (DITC Handbook, 2017)

Check out these

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www.DyslexiaIDA.org

Moats, L., & Dakin, K. (2008). Basic facts about dyslexia and other reading problems. Baltimore, MD: International Dyslexia Association.

Moats, L., Dakin, K., & Joshi. R. M. (2012). Expert perspectives on interventions for reading. A collection of bestpractice articles from the International Dyslexia Association. Baltimore, MD: International Dyslexia Association.

Tridas, E. (2007). From ABC to ADHD: what parents should know about dyslexia and attention problems. Baltimore, MD: International Dyslexia Association.

Identification of signs in each grade

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Pg 4 of https://creeracord.files.wordpress.com/2020/10/dyslexia-white-paper-lexia.pdf prek-adults

Students with dyslexia show unexpected strengths or talents

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"such as strong underlying oral language abilities (other than phonological
awareness), unusual visual-spatial abilities (e.g., talents in landscape architecture), and
notable entrepreneurial or mechanical abilities, and may excel in areas such as music,
art, drama, sports, creative writing, math, and social skills (e.g., sales)." (Hook and Carreker)

Dyslexia is...

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A unique mindset that is often gifted and proactive but learns differently than others. (What I wish my teacher knew)

Orton Gillingham and phonics

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Research shows explicit and systematic phonics can actually help rewire the brain and help dyslexic students read. ( What I wish my teacher knew)

Short to do lists/directions

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Dyslexics do their best wehn to do lists are two or less steps. (what I wish my teacher knew)

Best way to check reading in K-1

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Have them read a word list. No pictures. Something, something they have not read before, and no context clues. (Susan Barton

Mistakes they will make

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- they read by shape: ex girl and gril. Same first letter, same last letter, and the same or about the same length
- say letters in a different sequence: was and saw. They will see was but say saw.
- confuse left and right or up down: big and dig or may and way
- Leave off suffixes: because they are looking for a familiar shape.
- They leave out function words or prepositions. They don't care about the little words
-They don't even look at the letters they may say fast instead of speed or trip instead on destination based off their intelligence and story line. (Susan Barton)

They are missing phonemic awareness skill

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Normal readers develop this skill automatically but dyslexics can not. This skill is when you can hear and manipulate every sound in a syllable. They struggles with the small phonemes. (Susan Barton)

Phonic is too early in the chain

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Students must have phonemic awareness first otherwise they can not sound out. word and put it together. (Susan Barton)

phonemic awareness free tests that are good

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DIBLS
CTOPP
- Susan Barton

The reading teacher says Dyslexia is

atrygestg — 2023-02-16 02:05:05 UTC

Dyslexia is a neurobiological disorder that affects a person's phonological processing and memory (Reading teacher, 2019)

It is more then just struggling to read

atrygestg — 2023-02-16 02:08:22 UTC

The disorder causes deficits, in varying degrees of severity, that affect a person's ability to properly hear distinctive and blended letter sounds, which causes difficulties in reading comprehension and fluency. This deficit in phonological processing results in difficulty with rapid naming, auditory short-term memory, and articulation speed. In addition, dyslexia can interfere with a person's ability to effectively use rapid-memory recall, organize thoughts for storing and retrieving, and fluently express thoughts. (The reading teacher, 2019)

IDA standards

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https://dyslexiaida.org/knowledge-and-practices/

Multisensory

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A multisensory approach integrates visual, auditory, tactile, and kinesthetic learning elements that activate different parts of the brain and benefit all students, especially students with dyslexia. (The reading teacher, 2019)

Specific areas and skills

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Teachers must find ways to incorporate a multisensory approach into their instruction to help students develop phonics-based word attack skills. Strategies can include having students tap out phonemes, such as by tapping their finger or thumb on a table or having students use their hands to tap out each sound heard in a word, starting at the opposite shoulder for the first sound and moving down the arm for each additional sound. Hand mirrors and sound gestures are two more ideas. This helps because it is how many sounds are heard not the letters themselves. (The Reading Teacher, 2019)

Their learning should include

atrygestg — 2023-02-16 02:23:12 UTC

For students with dyslexia, the use of sight, hearing, movement, and touch can be helpful for learning and should include music, singing, rhymes, audio tones, lyrics, clapping, and dialogue. Identification of rhymes, phonemes, sound sorts, segmentation of words into syllables, onset and rimes, syllable blending, and phoneme manipulation must be done in a progression, beginning with rhyming, then isolating and categorizing sounds, then segmenting and blending syllables in sounds, and finally manipulating phonemes. (The Reading Teacher, 2019)

These students also struggle with

atrygestg — 2023-02-16 02:28:18 UTC

Students with dyslexia have difficulty expressing their ideas on paper, tend to make many spelling errors (even though they may do well on weekly spelling tests), and have difficulty proofreading. This is because they spell/write the way they hear it, and often times words/sounds are mispronounced. The Reading Teacher,2019)

How to fix the mispronunciations

atrygestg — 2023-02-16 02:29:50 UTC

Explicitly teaching and reviewing phonics rules multiple times and grouping words into word families for each phonetic pattern will also improve learning errors. (The reading Teacher, 2019)

Ideas to help with organizing words in their mind

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Word training: matching words to pictures, word sorts, word scramble. Graphic organizers and metacognition. (The reading teacher,2019)

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https://heggerty.org/

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https://austinlearningsolutions.com/blog/38-dyslexia-facts-and-statistics

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https://www.dyslexiclogic.com/shop

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https://ksmo.dyslexiaida.org/teacher-resources/