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Teaching Students with Dyslexia and LD
Elaine Cheesman, Ph.D.Texas Christian University
April, 2015
Summary
Social‐Emotional
Interventions
Strategies
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DefinitionInternational Dyslexia Association and NICHD (2002)
Dyslexia is a specific learning disability that is neurobiological 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 growth of vocabulary and background knowledge.
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Social‐Emotional Impact
Seek the company of younger people; become social isolates.
Doesn’t pay attention to reading or writing tasks.
Easily distracted when reading or writing.
Overwhelmed by school demands or homework
Has feelings of powerlessness, incompetence, anger, frustration. Becomes very active or misbehaves to cover up feelings of inadequacy. Is the class clown.
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Interventions: Consider . . .
Classroom Management
Content
Principles of Instruction
Classroom Management
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Positive Behavior Supports ● ● ● ● ●
● ● ● ● ●
• Use “Easy Peel” address label in front of the student.• Record checks for appropriate behavior, and dots for
inappropriate behavior.• At first, reinforce appropriate behavior with, “I like the
way you . . .” Then just put a check.• Non‐verbally or brief words, indicate disappointment for
inappropriate behavior.• Keep for ongoing record.
• Make sure you “catch” many more instances of positive behavior when first implementing this practice.
• Optional, at first: tangible reward at end of period . . . day . . . week.
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Students Self‐Monitor Progress
Blue = positive
Red = negative or errors
Red lines are goals.
Content and Principles of InstructionKISS ‐ Keep it simple, sweetie!
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Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
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Dyslexia Handbook (TEA, 2014)
The Dyslexia Handbook, (TEA, 2014)
While the components of instruction for students with dyslexia include good teaching principles for all teachers, the explicitness and intensity of the instruction, fidelity to program descriptors, grouping formats [3‐4 students], and training and skill of the teachers are wholly different from core classroom instruction.
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Secrets of Success
1. Predictable routine
2. Efficient transitions
3. Reliable Strategies
4. Maximum student engagement
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Reliable Strategies
Reliable at any level.
Can be used with multiple types of content.
Allows for maximum practice and student engagement.
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PA with Targeted Letter Tiles
Letter naming and writing practice.
Name the letter as you write. Pay attention to starting place and letter formation.
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Decoding: Rime‐Onset Strategy
Read rime to onset, 15 – 20 words arranged in minimal pairs differ in only one sound (not necessarily letter). Selection from Let’s Read, Bloomfield, Barnhart, et al.
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Interactive Decoding Sorting Game
Spelling: Phoneme‐Graphing Mapping
28Grace (2009).Phoneme-Grapheme Mapping
dgeel
tcham
iuq
Also called “sound spelling.”
t
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1. Teacher: We know that final /ch/ is spelled tch after a short vowel, but ch after everything else.
2. Teacher: I see that the first word is m – a ‐ /ch/. The /ch/ is spelled tch because it is after a short vowel, so I will write tchon the line, and then put “match” in the first column under tch. The next word is l‐u‐n‐/ch/. The /ch/ sound must be spelled ch because it is not after a short vowel. I will write ch on the line, and then put “lunch” in the second column. Now it’s your turn. Start with the word l – a ‐ /ch/
3. Student. Verbalizes as he / she works.
Rapid Pace, Efficient TransitionsMaximum Student Engagement
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• Decoding: Each student reads 3 – 6 words per turn, using the rime‐onset strategy or as whole words. (I often do the page twice – once with rime‐onset, and once as whole words. While one is reading, the others are silently preparing.
• Sound spelling. Give each person one word at a time. The student sound spells, then turns the paper around for the teacher to check on the next turn. The teacher checks the work, corrects if necessary, and dictates another word.
Student and Teacher Notebooks
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Language Comprehension
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
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Vocabulary: Gradable Antonyms
Whimper
Whine
Cry
Bawl
Sob
Decoding: Box the suffix –lyand read the word.
Vocabulary: Sort for meaning of suffix –ly.
Vocabulary: Morphology
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Academic Vocabulary: Morphology
41
1. signal sign + al
2. signing sign + ing
3. signify sign + ify
4. resigned re + sign + ed
5. resigning re + sign + ing
6. redesigning _____________________
7. designate _____________________
8. designation _____________________
Morphological Awareness
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“I’ll say a word, and a
sentence with that word. Then I’ll start a sentence that needs a new form of the word. You tell me the new form.”
Morphological map may or may not be visible to the student.
Sign. He left his job. He _________________.Sign. The form required a _______________ .
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Morphology: Spelling
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Teacher: “signalStudent: “signal. Base “sign” suffix “a – l” (name the letters)1.2.3.4.5.
Have morphological matrix visible at first. Later, remove it. (scaffolding).
Academic Vocabulary: Latin Roots
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Syntax
Sequence and function of words in a sentence
Includes grammar and sentence variation
Multisensory Grammar
Color‐codes parts of speechNoun MarkerNoun + verb
EXAMPLEThe people ski.
Carreker, Suzanne. Multisensory Grammar
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Syntax: Sentence Combining
Create more dense sentences by joining two sentences.
Compound subject:
Wes often plays tennis on Saturday.
Ethan often plays tennis on Saturday.
Wes and Ethan often play tennis on Saturday.
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Simple Sentences
Compound subject: Wes and Ethan often play tennis on Saturday.
Compound verb:
Logan saw a movie. She went to dinner with friends. Logan saw a movie and then went to dinner with friends.
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Clauses D,I
INDEPENDENT I WHO + DO
He loves waffles.
DEPENDENT D Subordinating conjunction, WHO + DO
Although he loves waffles . . .
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Shorthand notation credit: Van Cleve, William
Complex Sentences D,I ID
Independent clause + dependentclauses
Luke spent $50 on his computer because it came with a printer. (I D)
While Rob was pulling out of his driveway, he bumped into a car. (D, I)
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Subordinating Conjunctions
Time Before, after, when, while, until, since
Reason / Causation Because, since, so
Result / Outcome ;therefore,
Contrast / Change But, although, yet, ;however,
Possibility / Probability If (something might happen) Unless (something might not happen)
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Combine Sentences to make Complex Sentences
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Divide into Groups
Time After, when, whenever
Causation, reason because, since
Consequence, result therefore
Possibility, condition if, unless
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Sentence Anagrams
Select a sentence appropriate for your students. Use sentences from content texts.
Put each word on separate sticky notes. Include extra cards for punctuation.
Scramble the words.
Students organize words into sentences.
Thank you!
Dr. Elaine Cheesman
MyReading‐WritingHelp.org
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