dyslexia
DESCRIPTION
Powerpoint on Dyslexia. Students with disabilities in the classroom. Project requirement for one of my teaching credential program courses.TRANSCRIPT
DYSLEXIASherise Koneferenisi
National University - SPD 608
1.30.13
Mary Worth
MEANING OF DYSLEXIA?
The Greek origin
combines ‘dys’ & ‘lexia’ meaning an absence of language
Lexia: language
Dys:
absence
RESEARCH DEFINITION OF DYSLEXIA
According to the International Dyslexia Association and the National Institute of Child Health and Human Development,
Dyslexia is defined as: a specific learning disability that is
neurobiological in origin characterized by difficulties with accurate
and/or fluent word recognition poor spelling and decoding abilities
these difficulties typically result from a deficit in the phonological component of language
HISTORY OF DYSLEXIA
1878“word
blindness”
Adolph Kussmaul (German neurologist) considered adults with
reading problems & neurological
impairment to have “word blindness”
1887“dyslexia”
Rudolf Berlin (German opthalmologist) was
the 1st to use the term “dyslexia”
1925“strephosymboli
a”
Dr. Orton (American neurologist) 1st to
recognize that children with reading difficulties often reversed letters,
called “strephosymbolia”
HISTORY OF DYSLEXIA (CONTINUED)
1900’s“developmental
alexia”
Dr. Orton also introduced the term
“developmental alexia” to describe children
with reading difficulties
1930’s“dyslexia”
The term “dyslexia” became a more
common term used in literature
Mid1900’s
Children with literacy difficulties began to be considered under the
jurisdiction of educational &
psychological research
DYSLEXIA: A HIDDEN DISABILITY Click on the icon on the left to be directed to a short informational documentary.The documentary includes both adults and children with the dyslexia and the difficulties that they face.
CAUSAL FACTORS Although medicine continues to play a
prominent role in research, showing that the causes of dyslexia lie within biology and neurology, its treatment will most likely continue to be in the field of education.
In the 21st century, dyslexia is officially recognized & has become a topic of research for both education & medicine.
The professions of medicine & psychology are seen now collaborating in significant research into the origins & management of dyslexia.
INCIDENCE IN THE POPULATION
According to the International Dyslexia Association (IDA) : Estimated that 15–20% of
the general population experiences one or more symptoms of dyslexia
Based on a 2010 study: 80% of children identified as
learning disabled These children have primary
deficits in the area of reading and related language functions
EDUCATIONAL IMPLICATIONS Students with dyslexia:
Experience difficulties in reading and further language functions
Demonstrate lower reading skills, which will result in poor comprehension
May need more time and assistance than others when reading
May have lower self-esteem
May exhibit more emotional and behavioral difficulties
INTERVENTIONSRECOMMENDED FOR DYSLEXIA Accommodation, Modification &
Differentitation Strategies include:Use less difficult and lengthy words with written
instruction Lessen the amount of items that students are
expected to learn or completeProvide ample time for students to read content Increase the amount of reading
instruction/directions aloud to studentsOccasionally substitute pictures/graphics for
wordsAllow students to voice their responses rather
than write them
ROLE OF GENERAL EDUCATION TEACHER
ADDRESS THE CHALLENGES OF
THE STUDENT
USE SCIENTIFIC RESEARCH-BASED
TEACHING STRATEGIES
BE PATIENT WHEN TEACHIING & BE AVAILABLE TO
OFFER ASSISTANCE WHEN NEEDED
HELP THE STUDENT’S PEERS & PARENTS BETTER UNDERSTAND THE
STUDENT’S DIFFERENCES
PROVIDE HELPFUL LEARNING
STRATEGIES FOR THE STUDENT’S
PARENTS TO PRACTICE WITH THE STUDENT
PROVIDE MORE EFFECTIVE LEARNING
STRATEGIES FOR THE STUDENT
ADDITIONAL INFORMATION
Info & Support
•The International Dyslexia Association•http://w
ww.interdys.org/
•Davis Dyslexia Association International•http://w
ww.dyslexia.com/
For PARENTS
•Smart Kids with Learning Disabilities•http://w
ww.smartkidswithld.org/parents-community/parent-to-parent/can-a-support-group-for-parents-of-kids-with-learning-disabilities-help-you
For TEACHERS
•National Center for Learning Disabilities•http://www.
ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia
•Reading Rockets: Teaching Kids to Read & Helping Those Who Struggle•http://www.
readingrockets.org/helping/questions/dyslexia/
REFLECTION Culbertson (2012) discusses misconceptions of dyslexia and
claims that, “Professional development in the area of dyslexia can help educators understand dyslexia is a problem with reading and not of intelligence” (p. 4). Based on Culbertson’s discussion, I think it is important that teachers take the initiative to learn about dyslexia as a disability and gain as much knowledge on effective teaching strategies for students with dyslexia. Therefore, misconceptions about dyslexia can be avoided and dyslexic student’s problems can be better assisted or prevented.
Washburn et al. (2011) conducted studies that “…clearly support the common misconception that the core deficit in dyslexia is visual rather than phonological” (p. 180). It is essential that teachers use research-based teaching strategies rather than use faulty strategies that are based on misconceptions. For that reason, Washburn et al. (2011) demonstrate the benefits of teachers furthering their own education and knowledge by learning more about basic language concepts. By teachers being more aware of concepts such as phonology and morphology, they will be more prepared for effective instruction of reading.
REFERENCES Culbertson, D. (2012). Uncovering the many misconceptions of
dyslexia. CEDER Yearbook, 51-65. Retrieved from http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfviewer?sid=bb03c131-7746-42ad-94bf-10b3f0baa070%40sessionmgr113&vid=1&hid=103
Kirby, J., Silvestri, R., Allingham, B., Parrila, R., & La Fave, C. (2008). Learning strategies and study approaches of postsecondary students with dyslexia. Journal Of Learning Disabilities, 41(1), 85-96. Retrieved from http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfviewer?sid=0406af74-de92-494f-a029-fa611dfab511%40sessionmgr110&vid=4&hid=121
Klein, R. M., & McMullen, P. A. (1999). Converging methods for understanding reading and dyslexia / edited by Raymond M. Klein and Patricia McMullen. Cambridge, Mass. : MIT Press, c1999.
Lawrence, D. (2009). Understanding dyslexia: a guide for teachers and parents. Maidenhead: Open University Press. Retrieved from http://mcgraw-hill.co.uk/openup/chapters/9780335235940.pdf
REFERENCES Smith, T. E., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2012).
Teaching students with special needs in inclusive settings (6th ed.). Upper Saddle River, NJ: Pearson Education.
Terras, M. M., Thompson, L. C., & Minnis, H. (2009). Dyslexia and psycho-social functioning: an exploratory study of the role of self-esteem and understanding. 15(4), 304-327. Retrieved from http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfviewer?sid=86a5434d-b2fa-4d0b-b07b-6e76b493b6fc%40sessionmgr114&vid=2&hid=121
Washburn, E. K., Joshi, R., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia. 17(2), 165-183. Retrieved from http://ehis.ebscohost.com.ezproxy.nu.edu/eds/pdfviewer/pdfviewer?sid=d2437b4f-6737-441d-bec7-c29053ea00a3%40sessionmgr111&vid=5&hid=5
(2011, April 16). Dyslexia: A Hidden Disability. Retrieved from http://www.youtube.com/watch?v=8m1fCz3ohMw