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Dyslexia“ALearningDifference”
PriscillaLowery,M.A.T.
ChehalemReadingCenterForCreativeMinds,LLC
DyslexiaConsulting,Testing,CertifiedOrton-GillinghamReading
Therapy,&LIPsInstruction
DispellingTheThreeMostCommonMyths
• Dyslexicsseethingsbackwards.
• Dyslexicscan’treadatall.
• Dyslexiaisrare.(10-15%)
InternationalDyslexiaAssociation’sDefinitionofDyslexia
Dyslexiaisaneurologically-based,oftenfamilial,disorderthatinterfereswiththe
acquisitionandprocessingoflanguage.Varyingdegreesofseverity,dyslexia
causesdifficultyinreceptiveandexpressivelanguage.Symptomscaninclude
difficultyinphonologicalprocessing,reading,writing,spelling,handwriting,and
sometimesarithmetic.Dyslexiaisnottheresultoflackofmotivation,sensory
impairment(suchaseyesightorhearing),inadequateinstructionalor
environmentalopportunities,orotherlimitingconditions.Butdyslexiamayoccur
togetherwithotherconditions.Althoughdyslexiaislifelong,individualswith
dyslexiafrequentlyrespondsuccessfullytotimelyandappropriate
interventions.
FourKeyPointsAboutDyslexiaDys=difficultyLexia=language
1. Inherited
2. BrainsAreDifferent
3. LanguageProcessing:– Auditory&VisualSequentialChallenges
4. Directionality
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INHERITED
• Genetic&stronglyrunsinfamilytrees.
• 50%chanceofinheritingitifoneparentisdyslexic.
• Specificgeneshavebeenisolatedfor:– Phonemicawareness
– Rapidnaming
– Visualmemoryforwords
• Doesn’tskipgenerations:dominantfeature
Howdowelearntoread?
• Newwordsàphoneticattack
– Ex.dysnemkinesia
• Oncewehaveseenawordafewtimesit
becomespartofoursightwordmemory
• Proficientreadersusesightwordrecognition
skillstoreadfluently
Language Pathways
From Shaywitz, Overcoming Dyslexia, p 78
Phoneticanalysis
SightWordrecognition
HowtheDyslexicBrainWorks
• FMRI-Shaywitz– Useacompletelydifferentpartofthebrain– NeurologicalPlasticity:changesaftertherightremediation
www.dyslexia.yale.edu/
Typical Dyslexic
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AuditoryandVisualSequentialProcessing
• Cannotprocessfastenoughtomakethelinkbetween
soundandsymbol.
– Impairedphonemicawareness
– Affectsphoneticdecodingskills.(dysphonesia)
• Oftendyslexicshavedifficultyseeingallthelettersina
wordinthecorrectsequence.
– Affectsvisualmemoryforwords(dyseidesia)
• Severedyslexicshavebothoftheseproblems
(dysphoneidesia)
SpellingIssuesduetoSequencing
• Laughmaylooklike:
– Luagh lagh laug lahg
Howdoesthechildrememberwhatthiswordlookslikeifit
nevergetscementedinthevisualwordareaofthebrain?
-Resorttophoneticstrategyà”Laf”
(ifnotdysphonetic)
Thisiswhynon-phoneticwordsaresochallenging.
SequentialProcessingalsoaffects…
• RapidAutomaticNaming
• Directimpactonabilitytomemorizeverbal/written
information.
• Roterandomfacts(wordretrievalproblems)
• TemporalSequencingProblems
– Daysoftheweek
– Monthsoftheyear
– Thealphabet
Directionality
• Latetoestablishadominanthand
• Problemswithwritingonthecorrectsideoftheir
papers
• g/j;b/d;p/q;m/nconfusion
• Troublereadingatraditionalclock
• Troublewithdirectionwords(nextto,totheright)
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WarningSigns:Preschool
• Delayedspeech
• Mixingupsounds&
syllablesinlongwords
• Troublelearningnumbers
andalphabet
• Can’tsaywordsthat
rhyme
• Chronicearinfections
• Difficultylearningtotieshoes
• Lateestablishingadominant
hand
• Acloserelativewithdyslexia
WarningSigns:ElementarySchool
• TerribleSpelling• Slow,choppy,inaccuratereading
– Guessesbasedonshapeorcontext
– Skipsormisreadsprepositions(at,
to,of)
– Ignoressuffixes
– Can’tsoundoutunknownwords
• Oftencan’tremembersightwords(they,
were,does,of)
• Whenspeaking,difficultyfindingthe
correctword
• Dysgraphia(slow,non-automaticHWthatis
difficulttoread)
• Extremedifficultylearningcursive
• Difficultytellingtimeonclockw/hands
• Letter/numberreversalscontinuingpasttheend
of1stgrade
• Troublewithmath
– Memorizingmultiplicationtables
– Memorizingasequenceofsteps
– Directionality
• Extremelymessybedroom,desk,orbackpack
• Dreadsgoingtoschool
PhonemicAwarenessis:
• Abilitytohear&manipulatesoundswithina
one-syllablewordinyourhead
• Essentialpre-readingskill
• Phonicswon’twork
– Ifyoudon’thavephonemicawareness
SevenEssentialP.A.Skills1. Count&sayeachsound:“Tellmehowmanysoundsyouhearinthis
word.”
2.Addasound.“Takeflyandadd/t/toit.”
3. Deleteasound.“Saymeetandtakethe/t/offofit.”
4. Changeasound
-sayflashandtakeoff/fl/whatdoyouhave?
-saywishandadd/o/whatdoyouhave?
5. Compareasound
6. Blendsoundsintowords
7. Createwordsthatrhyme.Cat/rat.
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Howimportant?
• “PhonemicAwarenessismorehighlyrelated
tolearningtoreadthanintelligence,reading
readiness,andlisteningcomprehension.”
– KeithStanovichCanadaResearchChairofAppliedCognitiveScienceattheDepartmentof
HumanDevelopmentandAppliedPsychology,UniversityofToronto.His
researchareasarethepsychologyofreasoningandthepsychologyof
reading.
YouCanHearDyslexia
• “Thechampstuckapinksockinthestink.”• “Joandidneedtoplantherbungalow.”• “Adaintyladyinavelvetcoke.”• “Thehungryrunway.”• “Kentswungthebatinthethickfrog.”
TypicalP.A.ErrorsinDyslexics
• form-from
• trail-trial
• house-horse
• lock-look
• come-came
• beach-bench
• timed-timid
Shape Sequence
• does-dose
• who-how
• lots-lost
• on-no
• was-saw
• girl-gril
• untied-united
Omit-Insert,SilentE,SightWords
• Star-stair
• Place-palace
• Could-cold
• Black-back
• Ounce-once
• Steam-stream
• Bucket-basket
• Her-here
• Quite-quiet
• Rid-ride
• Where-were
• Want-what
• Though-thought-through
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• needed-need• shoulder-should• every-very
• b-d• b-p• m-w• n-u• g-j• m-n
• a-the• to-on-at-in
• horse-pony• journey-trip
• Abandon-ambition
SuffixesFunctionWords
WildGuess
SensibleSubstitutionsDirectionality
DyslexicSpellingPatterns
• Leavingoutvowelsoundsinsyllables.
• Insertingorputtingconsonantsinwrongplace.
• Usingcorrectlettersinthewrongorder.
• Spellingthesameword2differentways.
• Silent-Econfusion.
• Messingupthevowelsounds.
• Highfrequencywordsspelledwrong.
• Incorrectuseofsuffixes.
• Troublewithsounds—/ch/for/tr/or/j/or/dr/;/t/for/d/;/u/for/y/
• Poorletterformation&directionalityproblems–b/d/p/gw/m/n
WritingSample OneYearLater
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FormalEvaluationProcess
• ParentInterview• CTOPP-2(ComprehensiveTestofPhonologicalAwareness)• GORT• Auditorydiscriminationtest• Sound-to-symboltest&Symbol-to-soundtest• Long-termmemorytest• ReadingofGradedWordLists• ReadingofHighFrequencySightWords• Readingofphoneticallyregularnonsensewords(decoding)• Readingofgrade-levelpassageforfluencyandaccuracy• WrittenExpression&WritingSampleReview• Reviewofallprevioustestingandremediation
RemediationThatWorks
• Multi-Sensory,Orton-Gillingham
– Iftheyarereadyforit
– 85%arereadyforit
• Lindamood-BellLiPS
– IftheyarenotreadyforO-G
http://athome.readinghorizons.com/research/orton-gillingham.aspx
Dr.SamuelOrton&Dr.AnnaGillingham“Multi-SensoryLanguageInstruction”
WhatisMulti-SensoryInstruction?“Re-wiringinAction”
“Effectiveinstructionforstudentswithdyslexiaisexplicit,direct,
cumulative,intensive,andfocusedonthestructureoflanguage.
Multisensorylearninginvolvestheuseofvisual,auditory,and
kinesthetic-tactilepathwayssimultaneouslytoenhancememory
andlearningofwrittenlanguage.Linksareconsistentlymade
betweenthevisual(languagewesee),auditory(languagewehear),
andkinesthetic-tactile(languagesymbolswefeel)pathwaysin
learningtoreadandspell.”-----definitionfromtheInternational
AssociationofDyslexia
ViolinVideo
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Whatdoeslearningtoplayaviolin&teachingreadingtodyslexicshaveincommon?
v ComplexAuditoryProcessing
v Kinestheticmemory—storedinadifferentareaofthe
brain.
v Cue&Strengthenthevisualattention&memoryfor
symbols“PowerEyes”.Connectingthesenses.
v “ReadingIsRocketScience”LouisaMoatsarticle
Policypapers.webloc
UseYourSenses!
• “People who think that all sensations reach us through the eye and the ear have expressed surprise that I should notice any difference, except possibly the absence of pavements, between walking in the city streets and in country roads. They forget that my whole body is alive to the conditions about me. The rumble and roar of the city smite the nerves of my face, and I feel the ceaseless tramp of an unseen multitude, and the dissonant tumult frets my spirit. The grinding of heavy wagons on hard pavements and the monotonous clangour of machinery are all the more torturing to the nerves if one’s attention is not diverted by the panorama that is always present in the noisy streets to people who can see.
• --HelenKeller,TheStoryofMyLife
TheSenses2,500receptorspercm2justonthefingertips!
• LIPs-fixarticulatorymemoryifneeded• Feel&hearsightwords• Touch&Say&SlowlyBlend• Fingerspelling• Tap&Saythesyllables---Say&Write–Say&Write• Associateruleswithpictures&uselogic• “Wow!Thisreallyworks!”KatieMae—oneofmyseverelydyslexicstudents
OGMethodology
• Language-Based
• Multi-sensory
• Structured,Sequential,Cumulative
• Cognitive
• Flexible
• EmotionallySound
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TheRightProgramOrton-GillinghamSystems
Slingerland
AlphabeticPhonics
ProjectRead
Wilson
Language!
Blosser
BartonReading&SpellingSystem
Programsthatarenoteffectiveinremediatingdyslexia
• HookedonPhonics
• ReadingRecovery
• ReadNaturally
• AcceleratedReader
• BrainGymorotherexercises
• FastForward
• Sylvan,Score,orKumancenters
• RonDavis—GiftofDyslexia
• Specialdietsormedicine
ForOGToWork:
• Therightprogram
• Therightteacherortutor
• Therightsetting
• Attherightintensitylevel
• Fortherightlengthoftime
TheRightTeacher
• IdeallyCertified
• Patient
• Skilledinpacing
• Abletobuildrelationship—”Yes,and..”
• 100%success,100%ofthetime
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TheRightSetting
• Quiet
• DistractionFree
• Welcoming&Safe
TheIntensity&LengthofTime
• Sequential
• Weavingoldwiththenew--constantly
• Pacing—knowingwhentomoveon
• Listening---knowingwhentopushthe
student
PS/KMVideos
• P.S.Level2drillsafterLIPs
• ++++++++++++++++++++++++++++++++
• K.M.Age10—pre-primer-Nov.-2013;severe-profound
• Age11-dictationlevel3video(10-21-14)
• Age12-endoflevel4video(11-17-15)
• Age13-endoflevel6video(10-27-16)
WritingSamples-8monthgap
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WhatParentsneedtodo:
• UseonlyoneOGreadinginterventionprogram.
• Increasethefrequencyoftutoringinthesummer.
• Askforclassroomaccommodations.(504planisideal)
• Avoidhandwritingbyusingtechnology.
• Readtoyourchildnightly.
• Find&developtheirstrengths&talents.
ADifferentBrain-AGreatBrain!
• DyslexiaisindependentofIQ
• Rightsideofbrainapproximately10%larger.
– “picture/3-Dthinkers”
• “Outofthebox”thinkers
Careers
• Architecture
• Interiordesign
• Psychology
• Teaching
• Marketing,sales
• Politics
• Culinaryarts
• Carpentry
• Performingarts
• Athletics
• Music
• Sci.research
• Engineering
• Computers
• Electronics
• Mechanics
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FamousDyslexics
• ArtistsWaltDisney,Rodin,CharlesShultz,AnselAdams
• MusiciansHarryBelafonte,Cher,JohnLennon
• EntrepreneursCharlesSchwab,CraigMcCaw,BellHewlett,JohnChambers
• PoliticiansChurchill,Rockefeller,KingofSweden,WoodrowWilson,Bush
• WritersAgathaChristie,HansChristianAnderson,JohnIrving,PatriciaPolacco
• ScientistsEdison,JackHorner,PeteConrad,Einstein
Resources
Children’son-linebookbyRoseKuntz,Mommy,Whyisitsohardformetolearntoread?http://www.epubbud.com/read.php?g=R7FR45BV&p=1OvercomingDyslexiabyDr.SallyShaywitzBasicFactsAboutDylexia&OtherReadingProblemsbyLouisaCookMoats&KarenE.DakinEssentialsofDyslexiaAssessment&InterventionbyNancyMather&BarbaraWendlingWhyKidsCan’tReadbyBlounstein&ReidLyonTheDyslexicAdvantagebyEide&Eide,M.D.TheDyslexicEmpowermentPlanbyBenFoss“ReadingIsRocketScience”LouisaMoatsarticleTheArkansasAct:(1of27statesthathavescreeninglaws)http://www.thedyslexiaproject.com/#!arkansas-act-1294-outlined/c17ouOregon’sGroupthatisworkingonascreeninglaw:(pleasejoin)http://www.decodingdyslexiaor.org/TedTalkwithdyslexic,PiperOtterbein:”FindingPassion”.https://www.youtube.com/watch?v=ugFIHHom1NU
