transcript
- Slide 1
- Dr. Robert Isherwood 121 High Incidence Disabilities Fall 2011
Dyslexia: A Specific Learning Disability in Reading
- Slide 2
- Class Objectives: TLW identify characteristics of dyslexia TLW
engage in a reading activity to simulate dyslexia TLW analyze the
importance of the grapheme phoneme relationship
- Slide 3
- What is dyslexia? Dyslexia is a specific learning disability
that is neurological in origin. It is characterized by difficulties
with accurate and/or fluent word recognition and by poor spelling
and decoding abilities. These difficulties typically result from a
deficit in the phonological component of language that is 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 the growth of vocabulary
and background knowledge.
- Slide 4
- Dyslexia (cont.) Neuroscientific research indicates that
dyslexia has a genetic basis Some people with dyslexia have a
different anatomical brain structure Functional magnetic resonance
imaging studies indicate difference in brain processing between
individuals with dyslexia from those without dyslexia
- Slide 5
- What is Dyslexia? Dyslexia- an inability to distinguish or
separate the sounds in spoken words Children with dyslexia usually
have problems with reading, spelling, writing, and sometimes
numbers Problems coping with written symbols May have
organizational problems, problems with left and right, and
following instructions Dyslexia affects about 2% to 8% of school
age children
- Slide 6
- What causes Dyslexia? The exact causes of dyslexia are still
not completely clear, but anatomical and brain imagery studies show
differences in the way the brain of a dyslexic person develops and
functions. Moreover, most people with dyslexia have been found to
have problems with identifying the separate speech sounds within a
word and/or learning how letters represent those sounds, a key
factor in their reading difficulties. Dyslexia is not due to either
lack of intelligence or desire to learn; with appropriate teaching
methods, dyslexics can learn successfully.
- Slide 7
- Dyslexia (cont.) Neuroscientific research indicates that
dyslexia has a genetic basis Some people with dyslexia have a
different anatomical brain structure Functional magnetic resonance
imaging studies indicate difference in brain processing between
individuals with dyslexia from those without dyslexia
- Slide 8
- Parts of brain associated with reading Brocas area is named
after French neurosurgeon Paul Broca. He discovered the left
inferior area of the frontal cortex has a tremendous role in the
process of language. German neurologist Carl Wernicke located an
area in the posterior section of the left temporal lobe that is
responsible for processing words we hear.
- Slide 9
- The Neural Loop of Reading Neuroscientists now agree that
running around the lateral sulcus (also known as the fissure of
Sylvius) in the left hemisphere of the brain, there is a sort of
neural loop that is involved both in understanding and in producing
spoken language. At the frontal end of this loop lies Broca's area,
which is usually associated with the production of language, or
language outputs. At the other end (more specifically, in the
superior posterior temporal lobe), lies Wernicke's area, which is
associated with the processing of words that we hear being spoken,
or language inputs. Broca's area and Wernicke's area are connected
by a large bundle of nerve fibres called the arcuate fasciculus
http://www.youtube.com/watch?v=XKekE10b82s&feature=related
http://www.youtube.com/watch?v=XKekE10b82s&feature=related
- Slide 10
- Grapheme-Phoneme Correspondence Relationship between speech
sound (phoneme) and written symbol (grapheme).
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- What is strephosymbolia? Once called Word Blindness a learning
disorder in which symbols and especially phrases, words, or letters
appear to be reversed or transposed in reading Term was coined by
Dr. Samuel Orton Occurs in only 5% of dyslexics
- Slide 12
- Areas of Cognitive Weakness Difficulties with phonemic
awareness Problems with word retrieval or rapid automatic naming
(automaticity) Poor digit span Difficultly with sequencing or
ordering Visual perception confusion
http://www.youtube.com/watch?v=g6NiD1GchJc&feature =related
http://www.youtube.com/watch?v=g6NiD1GchJc&feature
=related
- Slide 13
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- There are no gray spots at the corners of the squares.
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- You can go from corner A to corner B by climbing the stairs or
by going around a level plane.
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- The rows of black and white squares are all parallel. The
vertical zigzag patterns disrupt our horizontal perception
- Slide 18
- Three-prong fork and two sticks?. Incongruous design elements
on opposite ends of the parallel lines create confusion.
- Slide 19
- Lets do some reading activites: Read A Fairy Tale out loud to a
partner Discuss with your partner what fairy tale you think you
were attempting to read What problems did you encounter? Next, read
The Highty Marfus to yourself Sit with your partner and attempt to
answer the comprehension questions What is the point of the
exercise?????
- Slide 20
- Early Signs of Dyslexia Symptoms of dyslexia are variable
depending on the child and his/her surroundings Early diagnosis is
difficult until the child is at the age at which reading typically
begins (age 6) Jumbling sounds or words in speech Confusing words
signifying direction in space (up/down, in/out, etc.) Delayed
speech development Difficulty with behavior and low frustration
level Difficulty getting dressed, buttoning, tying shoes Difficulty
hopping, skipping, throwing, catching
- Slide 21
- Common Myths about Dyslexia A person can grow out of dyslexia
Poor schooling or poverty can cause dyslexia All children with
dyslexia sees letters and symbols up side down or inversely ADHD
can cause dyslexia Dyslexia can be cured People with dyslexia are
destined for a life of failure and will never learn to read
- Slide 22
- How do we assess for a SLD? Discrepancy Model RtII Model-
Response to Intervention and Instruction Neither model is required
by the IDEA. However, schools must choose one of the methods to
determine if a child has a SLD
- Slide 23
- Discrepancy Model The IQ-achievement discrepancy model assesses
whether there is a significant difference between a students scores
on a test of general intelligence (e.g., an IQ test such as the
WISC-IV) and scores obtained on an achievement test (e.g., the
Woodcock Johnson Achievement Test). The IQ-achievement discrepancy
model is the approach traditionally used to identify children with
learning disabilities.
- Slide 24
- Example of the Discrepancy Model If a students score on the IQ
test is at least two standard deviations (30 points) higher than
his or her scores on an achievement test, the student is described
as having a significant discrepancy between IQ and achievement and,
therefore, as having a learning disability.
- Slide 25
- Understanding the Bell Shaped Curve
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- Standard Score Less than 70 70-79 80-89 90-109 110-119 120-129
130 and higher Classification Development. Delay Borderline MR Low
Average Average High Average Superior Very Superior
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- An example problem: John is a student struggling with academics
in second grade. He is referred for an evaluation and the school
psychologist gives him the Stanford-Binet IQ test. John receives a
FSIQ of 96. He is then given the WIAT and earns a standard score of
48 on the reading comprehension sub-test, an 88 on the math problem
solving subtest, and a 77 on the vocabulary subtest. Does he have a
SLD? Tell me why!
- Slide 28
- Criticism of the Discrepancy Model This method does not allow
schools to identify children as having learning disabilities while
they are still in the primary grades. Students often struggle for
years prior to being identified as having learning disabilities.
Students often do not receive the support they need in the early
grades. The information gathered from the IQ and achievement
assessments does not indicate each students specific learning
needs: The assessment process does little to inform classroom
instruction. Has been called the Wait and Fail Model
- Slide 29
- RtII Model: A multi-tiered System
- Slide 30
- Defining RtII Response to Intervention (RtI) is a systematic
decision- making process designed to allow for early and effective
responses to childrens learning and behavioral difficulties,
provide children with a level of instructional intensity matched to
their level of need and then provide a data-based method for
evaluating the effectiveness of instructional approaches. RtI
relies on evidence-based instructional practices and frequent
progress monitoring to provide the data necessary to make decisions
about child progress and the need for more intensive intervention.
The model is intended to reduce unnecessary referrals to special
education. http://www.youtube.com/watch?v=IsAqh2Pxg0A