The dyslexia debate: Should we isolate from other poor readers a category called dyslexia? Tom Nicholson Massey University, Auckland Dyslexia Debate - A discussion, Macquarie 1 University, Sydney, 3 August 2015
Contact details Tom Nicholson, Professor, Education, Massey University, Auckland Phone: +64 9 443 9685 – mobile 021 1085 923 t.nicholson@massey.ac.nz Publications that might be of interest: New Zealand Dyslexia Handbook, by Tom Nicholson and Sue Dymock (2015, NZCER Press) http://www.youtube.com/watch?v=GwRgwh_fuoU Phonics Handbook by Tom Nicholson, published in 2005 by Wiley (UK) http://au.wiley.com/WileyCDA/WileyTitle/productCd-1861564384.html Dyslexia Debate - A discussion, Macquarie 2 University, Sydney, 3 August 2015
Dyslexia – a complex topic Dyslexia Debate - A discussion, Macquarie 3 University, Sydney, 3 August 2015
Sometimes it is hard to know if the student really has dyslexia Dyslexia Debate - A discussion, Macquarie 4 University, Sydney, 3 August 2015
Why do children have reading problems? One belief is parents do not support their children at home, but .. Dyslexia Debate - A discussion, Macquarie 5 University, Sydney, 3 August 2015
Another belief is that teachers do not teach very effectively, but .. Dyslexia Debate - A discussion, Macquarie 6 University, Sydney, 3 August 2015
What is dyslexia? One definition, well known and highly cited (Tunmer & Greaney, 2010) , is that dyslexia: 1. Is a persistent reading and writing difficulty 2. Happens to a normally developing student 3. Happens despite effective instruction 4. Happens because of huge difficulties in decoding words by sound Dyslexia Debate - A discussion, Macquarie 7 University, Sydney, 3 August 2015
Should we use the term dyslexia? Arguments against dyslexia: • Labels are not helpful – stigmatises the student • There is nothing special about dyslexia- we give the same reading instruction to dyslexic pupils as for ordinary reading difficulties • It is a way for middle class parents to get priority for their children, e.g., in New Zealand just 17 pupils in decile one schools received special assessment conditions (SACs) for external NCEA exams in 2014. Just under 1300 pupils in decile 10 schools received help. Arguments for • Some parents say that the label is a “relief” • The simple view of reading and writing says that you can distinguish dyslexia – it is a special category • Middle class parents are more successful at getting help but that is because we make it hard for poor parents to get help, by insisting on expensive psychologist reports Dyslexia Debate - A discussion, Macquarie 8 University, Sydney, 3 August 2015
Myths about dyslexia • Dyslexia is reading words backwards – but not peculiar to dyslexia • Dyslexia is related to intelligence – many studies have found that IQ is not the best predictor of reading difficulties • Dyslexia is a different learning style – most people think they are visual or auditory or kinaesthetic learners but no evidence to show this • Dyslexia is a boy problem – but this is because boys are worse behaved and this seems to draw them into remedial reading • Dyslexia will go away with time – it seems to be the opposite – it persists over a long time • Dyslexia is a visual processing problem – but it does not respond to visual training • Dyslexia is a balance problem – research evidence has been criticised • Dyslexia is helped with coloured plastic overlays or special glasses – but studies have found no effect Dyslexia Debate - A discussion, Macquarie 9 University, Sydney, 3 August 2015
Dyslexia, family, and the school • Students : feel different, low self- esteem, “I felt I was the most stupid in the class” “They treat you like a kid” “ E mbarrassing and humiliating” • Teachers : “it’s one of those things conjured up by pushy parents” “children who are either too lazy or haven’t got the brains” • Dyslexia friendly classroom – where the teacher genuinely wants to help out • Family - These students are average or above in oral language so it comes as a surprise to their family that they struggle to read/write – often from middle class homes, successful parents Dyslexia Debate - A discussion, Macquarie 10 University, Sydney, 3 August 2015
Defining dyslexia via the simple view of reading (Nicholson & Dymock, 2015) Dyslexia Debate - A discussion, Macquarie 11 University, Sydney, 3 August 2015
Reading Difficulties The simple view describes ‘the reader” And 3 types of reading difficulties Three types of reading difficulties Problems with decoding (dyslexia) Problems with Listening comprehension (hyperlexia) Problems with decoding and listening (mixed) Dyslexia Debate - A discussion, Macquarie 12 University, Sydney, 3 August 2015
Steps in assessing for dyslexia using the simple view approach Dyslexia Debate - A discussion, Macquarie 13 University, Sydney, 3 August 2015
A hypothetical classroom using the simple view classification (using stanines) Dyslexia Debate - A discussion, Macquarie 14 University, Sydney, 3 August 2015
Alien Words – CVC (Bryant Test of Basic Decoding Skills) Dyslexia Debate - A discussion, Macquarie 15 University, Sydney, 3 August 2015
Alien words – silent e Dyslexia Debate - A discussion, Macquarie 16 University, Sydney, 3 August 2015
Alien words – consonant digraphs Dyslexia Debate - A discussion, Macquarie 17 University, Sydney, 3 August 2015
Alien words – blends and digraphs Dyslexia Debate - A discussion, Macquarie 18 University, Sydney, 3 August 2015
Alien words – multi syllable words Dyslexia Debate - A discussion, Macquarie 19 University, Sydney, 3 August 2015
William’s story … Articulate, good vocabulary … entered school with enthusiasm. His year 1 and 2 teachers indicated to his parents that he would do well at school and that his reading would soon ‘take off’. By year 3 he was aware something was amiss. His parents were concerned because he was not making age-appropriate progress in reading and spelling. His poor reading and spelling skills were beginning to impact on his self-esteem and self-worth. His enthusiasm for school disappeared . Dyslexia Debate - A discussion, Macquarie 20 University, Sydney, 3 August 2015
William … After three years of schooling undoubtedly one of the highest pupils in oral language in the lower SES, 250- 300 pupil school, William was reading and spelling well below age level. William’s school: had few [no] answers for his poor progress. William’s parents: at a loss Dyslexia Debate - A discussion, Macquarie 21 University, Sydney, 3 August 2015
William’s progress at Hamilton Reading Centre – would the average poor reader have made such progress? Measures Start of Year 1 Start of Year 2 End of year 2 Age 10y 1m 11 y 2 m 11 y 10 m Alien Words 20 32 37 Reading Accuracy 7 y 5 m 8 y 11 m 13+ Reading 7 y 11 m 10 y 4 m 13+ Comprehension Receptive 15 y 9 m Adult level Vocabulary Spelling 7 y 3 m 7 y 3 m 8 y 2 m Dyslexia Debate - A discussion, Macquarie 22 University, Sydney, 3 August 2015
Do dyslexic students read text differently? Not many studies have looked at this • Thomson (1978) compared dyslexic 10-year-olds with good readers of the same age • Method – N=40 students (20 dyslexic, 20 good readers of same age); children read passages from Neale Analysis of Reading Ability; their miscues were classified • It could be that the dyslexic poor reader will make more meaningful errors than the non-dyslexic poor reader because they are able to use their language skills to make better guesses from story context about words they do not know • If they did do this then it would mean they are a different category or poor reader. Their guessing skills might actually work against them if they relied on this rather than trying to learn how to decode – which might explain why they make good progress when they learn decoding skill. The Thomson study looked at this question. Dyslexia Debate - A discussion, Macquarie 23 University, Sydney, 3 August 2015
The two groups – matched for age, sex, intelligence (IQ), socioeconomic status Dyslexic Group Good reader group Age 10.5 10.10 Reading age 8.2 11.8 Spelling age 7.7 11.10 IQ (non verbal) 11.7 11.8 Dyslexia Debate - A discussion, Macquarie 24 University, Sydney, 3 August 2015
The two groups Reading Ages (Neale Test) Dyslexic Group Good reader group Reading comprehension 10.1 12.4 Reading Accuracy 8.1 11.3 Reading speed 7.4 12.6 Dyslexia Debate - A discussion, Macquarie 25 University, Sydney, 3 August 2015
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