1
DyslexiaDyslexiaYour Questions AnsweredYour Questions Answered
Dyslexia as understood in a Dyslexia as understood in a
Neuro-developmental Model of Neuro-developmental Model of
Assessment and InterventionsAssessment and Interventions
2
AgendaAgenda
HousekeepingHousekeeping
Introduction of Lexicon TeamIntroduction of Lexicon Team
PresentationPresentation
DiscussionDiscussion
3
Introduction Lexicon TeamIntroduction Lexicon TeamRudolf Stockling Rudolf Stockling MSc (Psych) MAPS Registered Psychologist NSW AustraliaMSc (Psych) MAPS Registered Psychologist NSW AustraliaEducational PsychologistEducational PsychologistDirector of Assessment Lexicon Reading CentreDirector of Assessment Lexicon Reading Centre
Praveen VasanthakumariPraveen VasanthakumariMSc (Psych) Sp Ed Education TherapistMSc (Psych) Sp Ed Education TherapistLearning SpecialistLearning Specialist
Saloni KrishnanSaloni KrishnanMSc Cognitive Sciences BASLPMSc Cognitive Sciences BASLPCommunication and Speech and Language TherapistCommunication and Speech and Language Therapist
Rania Anis Bin Taleb Rania Anis Bin Taleb MSc SPM PMI MemberMSc SPM PMI MemberManaging DirectorManaging Director
wwwlexiconreadingcenterorgwwwlexiconreadingcenterorg
4
Presentation OutlinePresentation Outline
11The Neuro-developmental Model The Neuro-developmental Model Recap Recap
22Dyslexia What is it Dyslexia What is it Scientific Theories of DyslexiaScientific Theories of Dyslexia
33Dyslexia Who has it Dyslexia Who has it Characteristics of DyslexiaCharacteristics of Dyslexia
44Dyslexia What to do about It Dyslexia What to do about It A) AssessmentA) Assessment b) Interventionsb) Interventions
5 Discussion5 Discussion
5
1 1 Neuro-developmental Neuro-developmental ModelModel
Eight ConstructsEight Constructs 1048708 1048708 AttentionAttention 1048708 1048708 Higher Order CognitionHigher Order Cognition 1048708 1048708 LanguageLanguage 1048708 1048708 MemoryMemory 1048708 1048708 Neuro-motor FunctionNeuro-motor Function 1048708 1048708 Social CognitionSocial Cognition 1048708 1048708 Spatial OrderingSpatial Ordering 1048708 1048708 Temporal-Sequential OrderingTemporal-Sequential Ordering
6
The Neurodevelopment
Systems
Attention Control
Memory
Language
Spatial Order
Sequential Ordering
Neuro-Motor
Higher Order
Thinking
Socialthinking
7
2 Dyslexia What 2 Dyslexia What is it is it
Scientific Theories of Scientific Theories of DyslexiaDyslexia
8
I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip
9
Visual problems in Visual problems in readingreading
10
Definition of the Definition of the International Dyslexia International Dyslexia
AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is
neurologicalneurological in origin in origin
It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word
recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities
These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often
unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction
11
How Widespread is How Widespread is DyslexiaDyslexia
Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability
Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic
School population
w reading disability
Likely to be dyslexic
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
2
AgendaAgenda
HousekeepingHousekeeping
Introduction of Lexicon TeamIntroduction of Lexicon Team
PresentationPresentation
DiscussionDiscussion
3
Introduction Lexicon TeamIntroduction Lexicon TeamRudolf Stockling Rudolf Stockling MSc (Psych) MAPS Registered Psychologist NSW AustraliaMSc (Psych) MAPS Registered Psychologist NSW AustraliaEducational PsychologistEducational PsychologistDirector of Assessment Lexicon Reading CentreDirector of Assessment Lexicon Reading Centre
Praveen VasanthakumariPraveen VasanthakumariMSc (Psych) Sp Ed Education TherapistMSc (Psych) Sp Ed Education TherapistLearning SpecialistLearning Specialist
Saloni KrishnanSaloni KrishnanMSc Cognitive Sciences BASLPMSc Cognitive Sciences BASLPCommunication and Speech and Language TherapistCommunication and Speech and Language Therapist
Rania Anis Bin Taleb Rania Anis Bin Taleb MSc SPM PMI MemberMSc SPM PMI MemberManaging DirectorManaging Director
wwwlexiconreadingcenterorgwwwlexiconreadingcenterorg
4
Presentation OutlinePresentation Outline
11The Neuro-developmental Model The Neuro-developmental Model Recap Recap
22Dyslexia What is it Dyslexia What is it Scientific Theories of DyslexiaScientific Theories of Dyslexia
33Dyslexia Who has it Dyslexia Who has it Characteristics of DyslexiaCharacteristics of Dyslexia
44Dyslexia What to do about It Dyslexia What to do about It A) AssessmentA) Assessment b) Interventionsb) Interventions
5 Discussion5 Discussion
5
1 1 Neuro-developmental Neuro-developmental ModelModel
Eight ConstructsEight Constructs 1048708 1048708 AttentionAttention 1048708 1048708 Higher Order CognitionHigher Order Cognition 1048708 1048708 LanguageLanguage 1048708 1048708 MemoryMemory 1048708 1048708 Neuro-motor FunctionNeuro-motor Function 1048708 1048708 Social CognitionSocial Cognition 1048708 1048708 Spatial OrderingSpatial Ordering 1048708 1048708 Temporal-Sequential OrderingTemporal-Sequential Ordering
6
The Neurodevelopment
Systems
Attention Control
Memory
Language
Spatial Order
Sequential Ordering
Neuro-Motor
Higher Order
Thinking
Socialthinking
7
2 Dyslexia What 2 Dyslexia What is it is it
Scientific Theories of Scientific Theories of DyslexiaDyslexia
8
I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip
9
Visual problems in Visual problems in readingreading
10
Definition of the Definition of the International Dyslexia International Dyslexia
AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is
neurologicalneurological in origin in origin
It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word
recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities
These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often
unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction
11
How Widespread is How Widespread is DyslexiaDyslexia
Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability
Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic
School population
w reading disability
Likely to be dyslexic
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
3
Introduction Lexicon TeamIntroduction Lexicon TeamRudolf Stockling Rudolf Stockling MSc (Psych) MAPS Registered Psychologist NSW AustraliaMSc (Psych) MAPS Registered Psychologist NSW AustraliaEducational PsychologistEducational PsychologistDirector of Assessment Lexicon Reading CentreDirector of Assessment Lexicon Reading Centre
Praveen VasanthakumariPraveen VasanthakumariMSc (Psych) Sp Ed Education TherapistMSc (Psych) Sp Ed Education TherapistLearning SpecialistLearning Specialist
Saloni KrishnanSaloni KrishnanMSc Cognitive Sciences BASLPMSc Cognitive Sciences BASLPCommunication and Speech and Language TherapistCommunication and Speech and Language Therapist
Rania Anis Bin Taleb Rania Anis Bin Taleb MSc SPM PMI MemberMSc SPM PMI MemberManaging DirectorManaging Director
wwwlexiconreadingcenterorgwwwlexiconreadingcenterorg
4
Presentation OutlinePresentation Outline
11The Neuro-developmental Model The Neuro-developmental Model Recap Recap
22Dyslexia What is it Dyslexia What is it Scientific Theories of DyslexiaScientific Theories of Dyslexia
33Dyslexia Who has it Dyslexia Who has it Characteristics of DyslexiaCharacteristics of Dyslexia
44Dyslexia What to do about It Dyslexia What to do about It A) AssessmentA) Assessment b) Interventionsb) Interventions
5 Discussion5 Discussion
5
1 1 Neuro-developmental Neuro-developmental ModelModel
Eight ConstructsEight Constructs 1048708 1048708 AttentionAttention 1048708 1048708 Higher Order CognitionHigher Order Cognition 1048708 1048708 LanguageLanguage 1048708 1048708 MemoryMemory 1048708 1048708 Neuro-motor FunctionNeuro-motor Function 1048708 1048708 Social CognitionSocial Cognition 1048708 1048708 Spatial OrderingSpatial Ordering 1048708 1048708 Temporal-Sequential OrderingTemporal-Sequential Ordering
6
The Neurodevelopment
Systems
Attention Control
Memory
Language
Spatial Order
Sequential Ordering
Neuro-Motor
Higher Order
Thinking
Socialthinking
7
2 Dyslexia What 2 Dyslexia What is it is it
Scientific Theories of Scientific Theories of DyslexiaDyslexia
8
I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip
9
Visual problems in Visual problems in readingreading
10
Definition of the Definition of the International Dyslexia International Dyslexia
AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is
neurologicalneurological in origin in origin
It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word
recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities
These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often
unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction
11
How Widespread is How Widespread is DyslexiaDyslexia
Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability
Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic
School population
w reading disability
Likely to be dyslexic
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
4
Presentation OutlinePresentation Outline
11The Neuro-developmental Model The Neuro-developmental Model Recap Recap
22Dyslexia What is it Dyslexia What is it Scientific Theories of DyslexiaScientific Theories of Dyslexia
33Dyslexia Who has it Dyslexia Who has it Characteristics of DyslexiaCharacteristics of Dyslexia
44Dyslexia What to do about It Dyslexia What to do about It A) AssessmentA) Assessment b) Interventionsb) Interventions
5 Discussion5 Discussion
5
1 1 Neuro-developmental Neuro-developmental ModelModel
Eight ConstructsEight Constructs 1048708 1048708 AttentionAttention 1048708 1048708 Higher Order CognitionHigher Order Cognition 1048708 1048708 LanguageLanguage 1048708 1048708 MemoryMemory 1048708 1048708 Neuro-motor FunctionNeuro-motor Function 1048708 1048708 Social CognitionSocial Cognition 1048708 1048708 Spatial OrderingSpatial Ordering 1048708 1048708 Temporal-Sequential OrderingTemporal-Sequential Ordering
6
The Neurodevelopment
Systems
Attention Control
Memory
Language
Spatial Order
Sequential Ordering
Neuro-Motor
Higher Order
Thinking
Socialthinking
7
2 Dyslexia What 2 Dyslexia What is it is it
Scientific Theories of Scientific Theories of DyslexiaDyslexia
8
I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip
9
Visual problems in Visual problems in readingreading
10
Definition of the Definition of the International Dyslexia International Dyslexia
AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is
neurologicalneurological in origin in origin
It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word
recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities
These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often
unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction
11
How Widespread is How Widespread is DyslexiaDyslexia
Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability
Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic
School population
w reading disability
Likely to be dyslexic
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
5
1 1 Neuro-developmental Neuro-developmental ModelModel
Eight ConstructsEight Constructs 1048708 1048708 AttentionAttention 1048708 1048708 Higher Order CognitionHigher Order Cognition 1048708 1048708 LanguageLanguage 1048708 1048708 MemoryMemory 1048708 1048708 Neuro-motor FunctionNeuro-motor Function 1048708 1048708 Social CognitionSocial Cognition 1048708 1048708 Spatial OrderingSpatial Ordering 1048708 1048708 Temporal-Sequential OrderingTemporal-Sequential Ordering
6
The Neurodevelopment
Systems
Attention Control
Memory
Language
Spatial Order
Sequential Ordering
Neuro-Motor
Higher Order
Thinking
Socialthinking
7
2 Dyslexia What 2 Dyslexia What is it is it
Scientific Theories of Scientific Theories of DyslexiaDyslexia
8
I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip
9
Visual problems in Visual problems in readingreading
10
Definition of the Definition of the International Dyslexia International Dyslexia
AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is
neurologicalneurological in origin in origin
It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word
recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities
These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often
unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction
11
How Widespread is How Widespread is DyslexiaDyslexia
Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability
Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic
School population
w reading disability
Likely to be dyslexic
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
6
The Neurodevelopment
Systems
Attention Control
Memory
Language
Spatial Order
Sequential Ordering
Neuro-Motor
Higher Order
Thinking
Socialthinking
7
2 Dyslexia What 2 Dyslexia What is it is it
Scientific Theories of Scientific Theories of DyslexiaDyslexia
8
I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip
9
Visual problems in Visual problems in readingreading
10
Definition of the Definition of the International Dyslexia International Dyslexia
AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is
neurologicalneurological in origin in origin
It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word
recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities
These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often
unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction
11
How Widespread is How Widespread is DyslexiaDyslexia
Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability
Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic
School population
w reading disability
Likely to be dyslexic
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
7
2 Dyslexia What 2 Dyslexia What is it is it
Scientific Theories of Scientific Theories of DyslexiaDyslexia
8
I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip
9
Visual problems in Visual problems in readingreading
10
Definition of the Definition of the International Dyslexia International Dyslexia
AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is
neurologicalneurological in origin in origin
It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word
recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities
These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often
unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction
11
How Widespread is How Widespread is DyslexiaDyslexia
Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability
Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic
School population
w reading disability
Likely to be dyslexic
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
8
I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip
9
Visual problems in Visual problems in readingreading
10
Definition of the Definition of the International Dyslexia International Dyslexia
AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is
neurologicalneurological in origin in origin
It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word
recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities
These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often
unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction
11
How Widespread is How Widespread is DyslexiaDyslexia
Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability
Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic
School population
w reading disability
Likely to be dyslexic
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
9
Visual problems in Visual problems in readingreading
10
Definition of the Definition of the International Dyslexia International Dyslexia
AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is
neurologicalneurological in origin in origin
It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word
recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities
These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often
unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction
11
How Widespread is How Widespread is DyslexiaDyslexia
Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability
Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic
School population
w reading disability
Likely to be dyslexic
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
10
Definition of the Definition of the International Dyslexia International Dyslexia
AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is
neurologicalneurological in origin in origin
It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word
recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities
These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often
unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction
11
How Widespread is How Widespread is DyslexiaDyslexia
Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability
Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic
School population
w reading disability
Likely to be dyslexic
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
11
How Widespread is How Widespread is DyslexiaDyslexia
Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability
Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic
School population
w reading disability
Likely to be dyslexic
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
12
Neural Basis of ReadingNeural Basis of Reading
Left inferior Left inferior frontal gyrusfrontal gyrus
Left temporo-Left temporo-parietal cortexparietal cortex
Left infero-Left infero-temporal cortextemporal cortex
Speech sounds
Alphabetic code
Visual word form
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
13Brain Briefings Society for Neuroscience
DyslexiaDyslexia
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
14
Major Current Dyslexia Major Current Dyslexia TheoriesTheories
1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis
2Double Deficit Hypothesis2Double Deficit Hypothesis
3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis
4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
15
1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis
CauseCause of R of Reading difficulties is ineading difficulties is in
phonological processing such asphonological processing such as
problems in problems in bullsound segmentation sound segmentation
andandbullin word blendingin word blending
both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
16
2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis
Two crucial deficitsTwo crucial deficits
(i) Phonological processing problems(i) Phonological processing problems
(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
17
3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis
The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children
Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill
Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
18
2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis
Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories
Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
19
CerebellumCerebellum
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
20
The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia
Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders
Why specific to readingWhy specific to reading
Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
21
QuestionsQuestions
How different are these theoriesHow different are these theories
Is this like the four men and the Is this like the four men and the elephantelephant
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
22
Six Blind MenSix Blind Men
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
23
Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children
Bal
ance
Dua
lS
pell
ing
Age
Rea
ding
Age
Segm
enta
tion
Bal
1 f
t B
lind
fold
Bal
ance
1 F
oot
Non
wor
d R
epet
ition
Let
ter
Nam
ing
Pic
ture
Nam
ing
Lex
ical
dec
isio
n
Art
icul
atio
n T
ime
Bal
ance
Col
our
Nam
ing
Sel
ecti
ve C
RT
Dig
it N
amin
g
Pho
n D
iscr
imin
atio
nV
isua
l Sea
rch
Pegb
oard
Rhy
me
Bal
2 f
t B
lind
fold
Bea
ds
Mem
ory
Spa
nP
erfo
rman
ce I
Q
Sim
ple
Rea
ctio
n T
ime
Bal
ance
2 F
oot
IQ Ver
bal I
Q
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
1
Psychometric
Eff
ect
Siz
e
PhonologicalSpeedMotor SkillBalance
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
24
Answers Answers
AnswerAnswer
(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation
(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking
(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
25
Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever
The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum
The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving
IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine
Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
26
3 Dyslexia Who has it 3 Dyslexia Who has it
Characteristics of DyslexiaCharacteristics of Dyslexia
How do we recognize a child with How do we recognize a child with dyslexiadyslexia
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
27
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
28
2-D learners2-D learners
Have talent for languageHave talent for language
Good at sequence and time and eventsGood at sequence and time and events
Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
29
3-D learners3-D learners
Have a talent to make do draw buildHave a talent to make do draw build
Often intuitive creative and good Often intuitive creative and good imaginationimagination
May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit
Do not do well with idioms Do not do well with idioms
ldquoldquoknock it offrdquoknock it offrdquo
Often seen as lazy or immatureOften seen as lazy or immature
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
30
Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with
DyslexiaDyslexia SomeSome
Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken
languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash
others do notothers do not Have trouble retrieving words to Have trouble retrieving words to
recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are
talented in mathtalented in math
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
31
SomeSome
Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not
Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive
Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot
Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not
Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
32
A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like
Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor
ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with
all written expression including copying all written expression including copying and spellingand spelling
One that has trouble with all of the aboveOne that has trouble with all of the above
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
33
Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia
1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia
2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout
3 Add any other signs that you have 3 Add any other signs that you have observedobserved
4 One member reports to all 4 One member reports to all participantsparticipants
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
34
Warning Signs in Warning Signs in PreschoolPreschool
Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word
Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords
Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of
week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or
write namewrite name
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
35
Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts
(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into
sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and
soundssounds Difficulty reading single words relies Difficulty reading single words relies
on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words
Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
36
Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School
Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing
Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral
readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when
speakingspeaking Dreads going to schoolDreads going to school
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
37
Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom
Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or
ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than
they really arethey really are Stress due to academic or social Stress due to academic or social
problemsproblems Discouraged about continuing in Discouraged about continuing in
schoolschool
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
38
Important to remember thatImportant to remember that
students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an
accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
39
4 Dyslexia4 DyslexiaWhat to do about it What to do about it
Assessment of DyslexiaAssessment of Dyslexia
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
40
What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities
Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety
Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to
determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem
A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand
recommendations for interventionsrecommendations for interventions
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
41
Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing
Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour
Intervention Plan FormulationIntervention Plan Formulation
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
42
Data Gathering Data Gathering InformantsInformants
Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test
Results ReportsResults Reports
bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)
bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
43
Areas of Data GatheringAreas of Data Gathering
VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous
assessmentsassessments AccommodationsAccommodations
Modifications Modifications (classroom teacher)(classroom teacher)
Academic progress Academic progress reportsreports
Samples of school Samples of school workwork
Parent conferencesParent conferences Speechlanguage Speechlanguage
(previous referrals)(previous referrals) OT other OT other
interventionsinterventions
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
44
Assessment InstrumentsAssessment Instruments
Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of
educational need educational need notnot to provide a to provide a single general IQsingle general IQ
Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
45
Assessment of General Assessment of General IssuesIssues
Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))
Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)
Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)
Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)
Others depending on need Others depending on need
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
46
Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments
Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-
3)3) WIAT-IIWIAT-II Word Reading Word Reading
Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding
Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
47
Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading
Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency
Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension
SpellingSpelling WIAT-II WIAT-II SpellingSpelling
Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
48
Differential DiagnosisDifferential Diagnosis
Good evidence for three forms of Good evidence for three forms of disabilitydisability
in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation
11 Word recognitionWord recognition
22 ComprehensionComprehension
33 FluencyFluency
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
49
Activity 2 CASE STUDIESActivity 2 CASE STUDIES
Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child
Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia
We do first Case Study togetherWe do first Case Study together
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
50
SS Standard Scores SS Standard Scores DistributionDistribution
Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
51
Case Study 1 Rania Year Case Study 1 Rania Year 55
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 103Phonological Memory 103
Rapid NamingRapid Naming 91 91
Alphabet No difficulty
Consonant sounds 1921
Short-vowel sounds 15
WISC-IV Full Scale IQ Average
WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83
Dyslexic
Yes No
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
52
Case study Praveen Case study Praveen Year 4Year 4
Phonological Awareness 85Phonological Awareness 85
Phonological Memory 97Phonological Memory 97
Rapid NamingRapid Naming 7676
Alphabet no difficulty
Consonant sounds 1921
Short-vowel sounds 45
WISC-IV FSIQ Average Range
WIAT-II
Word Reading 73
Reading Comprehension 98
Listening Comprehension 104
Pseudoword Reading 89
Spelling 75
Dyslexic
Yes No
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
53
Case study Rudy Year 5Case study Rudy Year 5
Phonological Awareness 100Phonological Awareness 100
Phonological Memory 88Phonological Memory 88
Rapid NamingRapid Naming 88 88
Alphabet no difficulty
Consonant sounds 2021
Short-vowel sounds 25
WISC-IV FSIQ Low Average Range
WIAT-II
Listening Comprehension 96
Word Reading 103
Reading Comprehension 118
Pseudoword Reading 101
Spelling 102Dyslexic
Yes No
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
54
Case study Saloni Year Case study Saloni Year 55
Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676
Alphabet unable to recite or write
Naming lower case letter 2526
Consonant sounds 1821
Short-vowel sounds 55
WISC-IV Borderline Range
WIAT-II
Reading Comprehension 86
Word Reading 78
Pseudoword Decoding 82
Spelling 80
Dyslexic
Yes No
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
55
IMPORTANTIMPORTANT
Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation
People Do EvaluatePeople Do Evaluate
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
56
4 What to do about it 4 What to do about it
B InterventionsB Interventions
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
57
Reading RopeReading Rope
p 54
Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge
Phonological Awareness Decoding (and Spelling) Sight Recognition
SKILLED READING fluent execution and coordination of word recognition and text comprehension
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Reading is a multifaceted skill gradually acquired over years of instruction and practice
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
58
Principles of Principles of InterventionsInterventions
Based on thorough Assessment and Based on thorough Assessment and
knowledge of learnerknowledge of learner
Measurable goals developed after Measurable goals developed after
assessmentassessment
Identifies strengthsIdentifies strengths
Determines the skill deficits to be addressedDetermines the skill deficits to be addressed
Uses preferred learning modalitiesUses preferred learning modalities
Active participation of learnerActive participation of learner
Strategy based on the aboveStrategy based on the above
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
59
Major Intervention Major Intervention StrategiesStrategies
A Multisensory InstructionA Multisensory Instruction
B Guided DiscoveryB Guided Discovery
C Mastery LearningC Mastery Learning
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
60
A Multisensory TeachingA Multisensory Teaching
Uses the Four Pathways of LearningUses the Four Pathways of Learning
AuditoryAuditory
VisualVisual
KinaestheticKinaesthetic
TactileTactile
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
61
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
62
Multisensory TeachingMultisensory Teaching
SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
63
Multisensory TeachingMultisensory Teaching
Example k = Example k = ckck
Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
64
It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
65
What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological
AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
66
Using Multisensory Using Multisensory StrategiesStrategies
AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in
spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
67
Using Multisensory StrategiesUsing Multisensory Strategies
VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position
Look at card with letter and key wordLook at card with letter and key word
Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables
Identify base words prefixes and Identify base words prefixes and suffixessuffixes
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
68
Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile
bullbullFeel voicing airflow thFeel voicing airflow th
bullbullForm letters with play doughForm letters with play dough
Write in sand trayWrite in sand tray
bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
69
Using Multisensory Using Multisensory StrategiesStrategies
KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order
bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words
bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles
when phonemes are spokenwhen phonemes are spoken
bullbullBuild words with syllable cardsBuild words with syllable cards
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
70
LESSON PLAN FORMATLESSON PLAN FORMAT
AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
71
Activity 3 Multisensory Activity 3 Multisensory teachingteaching
Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration
22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the
key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend
Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend
Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying
from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has
been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to
enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while
saying itsaying it
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
72
B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos
pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)
SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them
Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
73
Auditory DiscoveryAuditory Discovery
Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery
linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences
What do you hear that is the sameWhat do you hear that is the same
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
74
Visual DiscoveryVisual Discovery
After auditory discovery After auditory discovery
the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented
using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery
What do you see that is the sameWhat do you see that is the same
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
75
Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery
Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols
Are some of the techniques used Are some of the techniques used
in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
76
Elements of Discovery Elements of Discovery LearningLearning
Discovery Learning
Brain PowerDevelops natural curiosity to learn
Holds interest
Active participate
responsibility
Strengthens knowledge of relationships
between concepts
Develops decision-making skills
Develops ability to retrieve
information
Links new with old knowledge
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
77
C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning
Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
78
Mastery Model of Mastery Model of Teaching amp Teaching amp
LearningLearningPrior
Knowledge
feelings ideas
memories
experiences
motivations
concepts
New Learning
Review
Mastery95
Practice
cumulative
automaticity
Discovery
Short term memory
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
79
IntroduceIntroduce
ReviewReview
PracticePractice
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
80
Mastery Model TeachingMastery Model Teaching
Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent
PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic
SyntheticSynthetic how letters come together to how letters come together to
form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller
partsparts
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
81
Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine
progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge
is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as
motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence
New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
82
Conclusion Conclusion
Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized
multidisciplinarymultidisciplinary
multisensory multisensory
synthetic-analyticsynthetic-analytic
SystematicSystematic
CumulativeCumulative
CommunicativeCommunicative
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
83
If instruction is planned to meet If instruction is planned to meet the the
differing needs of learners it is differing needs of learners it is individualizedindividualized
If instruction is based on the If instruction is based on the knowledge knowledge
and skill of experts from many fields and skill of experts from many fields
including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
84
If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process
synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the
learning pathways of visual (seeing) learning pathways of visual (seeing)
auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)
then it is then it is multisensorymultisensory
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
85
Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic
The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential
Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
86
The ultimate goal is for a student to The ultimate goal is for a student to
understand the reasons for what he is understand the reasons for what he is
learning so that he can think his way learning so that he can think his way
through language problems The purpose through language problems The purpose
of it all from recognizing a letter to of it all from recognizing a letter to
writing a poem is getting meaning from writing a poem is getting meaning from
one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos
CommunicationCommunication is paramount is paramount
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
87
GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can
be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies
using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill
they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives
88
Perhaps most important of all Perhaps most important of all
with the understanding support with the understanding support
and encouragement of parents and and encouragement of parents and
teachers they can avoid the hurt teachers they can avoid the hurt
and burden of failure and and burden of failure and
frustration that affects their livesfrustration that affects their lives