Kim Stuckey Director Dyslexia Specialist Pre-K through 5 Characteristics and Supports July 2018
What we’ll cover today Common characteristics of dyslexia Consider possible supports and accommodations
Definition • neurobiological in origin • characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities • difficulties typically result from a deficit in the phonological component of language • difficulties often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction • secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. IDA/NICHD, 2002
Pre-K and Kindergarten Delayed speech Mixing up sounds and syllables Late establishing a dominant hand Trouble learning letter, colors, numbers Difficulty seeing patterns in words
Unable to recognize letters in own name Difficulty attaching labels to objects Trouble following directions or sequencing Telling time, tying shoes Confusion with directionality Poor Spelling
Grades 1-2 Difficulty learning a new word even after multiple teachings Word Retrieval Trouble memorizing Handwriting Written Expression
Reading Aloud Guesses based on shape (house/horse, breakfast/basket) Correct sounds, incorrect sequence (from/form, stop/spot, was/saw, who/how, lots/lost) may use semantic substitution (speed/fast, puppy/dog) Inserts or omits sounds (could/cold, stream/steam) Skips or misreads prepositions Ignores suffixes (even/evening, come/coming) Confuses vowel sounds (bat/bet/bit)
And may confuse similarly shaped letters beyond second grade
Grades 3-5 (same as previous plus..) Difficulty with sight words Relies heavily on auditory information Cannot retain spelling words beyond the weekly test Avoids reading or becomes frustrated easily Takes inordinate amount of time to complete written assignments or test
Seems brighter than written work produced Effort not commensurate with grades Written vs. oral word choice Poor recall for testing Difficulty with retelling, details within stories or events retrieved from Understood.org
12 Supports and Accommodations
13 General Environment Click to enter Content Social Technology
General Extended time Repeated review Teacher provided notes Reduce copying Models, Scaffolding, Chunking Graphic organizers, Test format Oral and printed directions Planners or organizers
Environment Maintain routine Structured time for organizing or transitioning Visual supports for spelling, letters, number, math Avoid round robin reading unless volunteers Opportunities for response that support memory challenges
Technology Tools Training for student, teacher and parent Allow for type written work Access to digital resources Audio supports
Social Emotional Gauge frustration Provide opportunities to demonstrate mastery Positive feedback Acknowledge effort and process as well as outcome Focus on student strengths
Content Considerations Math Calculator Order of operations Reading support Science/Social Studies Names and dates Processes and Vocabulary
We welcome your feedback https://www.surveymonkey.com/r/OCCREvaluation
Resources • Bowers, Peter, How the Written Word Works, 2010 • Henry, Marcia, Unlocking Literacy, 2 nd Ed., 2010 • Moats, Louisa Cook, Speech to Print, 2 nd Ed., 2010 • Kilpatrick, David, Equipped for Reading Success, 2016 • Kilpatrick, David, Essentials of Assessing, Preventing and Overcoming Reading Difficulties, 2015 • Selznick, Richard, Dyslexia Screening, 2015
Online Florida Center http://fcrr.org NCIL http://improvingliteracy.org IDA http://eida.org Reading Rockets http://readingrockets.org Understood http://understood.org NCII http://intensiveintervention.org CERI http://effectivereading.org
Contact Kim Stuckey kim.stuckey@dese.mo.gov 573-751-2584 Edmodo Group Code: fsj36g
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