1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of...

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1 Dyslexia: Dyslexia: Your Questions Answered Your Questions Answered Dyslexia as understood in a Dyslexia as understood in a Neuro-developmental Model of Neuro-developmental Model of Assessment and Interventions Assessment and Interventions

Transcript of 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of...

Page 1: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

1

DyslexiaDyslexiaYour Questions AnsweredYour Questions Answered

Dyslexia as understood in a Dyslexia as understood in a

Neuro-developmental Model of Neuro-developmental Model of

Assessment and InterventionsAssessment and Interventions

2

AgendaAgenda

HousekeepingHousekeeping

Introduction of Lexicon TeamIntroduction of Lexicon Team

PresentationPresentation

DiscussionDiscussion

3

Introduction Lexicon TeamIntroduction Lexicon TeamRudolf Stockling Rudolf Stockling MSc (Psych) MAPS Registered Psychologist NSW AustraliaMSc (Psych) MAPS Registered Psychologist NSW AustraliaEducational PsychologistEducational PsychologistDirector of Assessment Lexicon Reading CentreDirector of Assessment Lexicon Reading Centre

Praveen VasanthakumariPraveen VasanthakumariMSc (Psych) Sp Ed Education TherapistMSc (Psych) Sp Ed Education TherapistLearning SpecialistLearning Specialist

Saloni KrishnanSaloni KrishnanMSc Cognitive Sciences BASLPMSc Cognitive Sciences BASLPCommunication and Speech and Language TherapistCommunication and Speech and Language Therapist

Rania Anis Bin Taleb Rania Anis Bin Taleb MSc SPM PMI MemberMSc SPM PMI MemberManaging DirectorManaging Director

wwwlexiconreadingcenterorgwwwlexiconreadingcenterorg

4

Presentation OutlinePresentation Outline

11The Neuro-developmental Model The Neuro-developmental Model Recap Recap

22Dyslexia What is it Dyslexia What is it Scientific Theories of DyslexiaScientific Theories of Dyslexia

33Dyslexia Who has it Dyslexia Who has it Characteristics of DyslexiaCharacteristics of Dyslexia

44Dyslexia What to do about It Dyslexia What to do about It A) AssessmentA) Assessment b) Interventionsb) Interventions

5 Discussion5 Discussion

5

1 1 Neuro-developmental Neuro-developmental ModelModel

Eight ConstructsEight Constructs 1048708 1048708 AttentionAttention 1048708 1048708 Higher Order CognitionHigher Order Cognition 1048708 1048708 LanguageLanguage 1048708 1048708 MemoryMemory 1048708 1048708 Neuro-motor FunctionNeuro-motor Function 1048708 1048708 Social CognitionSocial Cognition 1048708 1048708 Spatial OrderingSpatial Ordering 1048708 1048708 Temporal-Sequential OrderingTemporal-Sequential Ordering

6

The Neurodevelopment

Systems

Attention Control

Memory

Language

Spatial Order

Sequential Ordering

Neuro-Motor

Higher Order

Thinking

Socialthinking

7

2 Dyslexia What 2 Dyslexia What is it is it

Scientific Theories of Scientific Theories of DyslexiaDyslexia

8

I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip

9

Visual problems in Visual problems in readingreading

10

Definition of the Definition of the International Dyslexia International Dyslexia

AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is

neurologicalneurological in origin in origin

It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word

recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities

These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often

unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction

11

How Widespread is How Widespread is DyslexiaDyslexia

Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability

Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic

School population

w reading disability

Likely to be dyslexic

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 2: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

2

AgendaAgenda

HousekeepingHousekeeping

Introduction of Lexicon TeamIntroduction of Lexicon Team

PresentationPresentation

DiscussionDiscussion

3

Introduction Lexicon TeamIntroduction Lexicon TeamRudolf Stockling Rudolf Stockling MSc (Psych) MAPS Registered Psychologist NSW AustraliaMSc (Psych) MAPS Registered Psychologist NSW AustraliaEducational PsychologistEducational PsychologistDirector of Assessment Lexicon Reading CentreDirector of Assessment Lexicon Reading Centre

Praveen VasanthakumariPraveen VasanthakumariMSc (Psych) Sp Ed Education TherapistMSc (Psych) Sp Ed Education TherapistLearning SpecialistLearning Specialist

Saloni KrishnanSaloni KrishnanMSc Cognitive Sciences BASLPMSc Cognitive Sciences BASLPCommunication and Speech and Language TherapistCommunication and Speech and Language Therapist

Rania Anis Bin Taleb Rania Anis Bin Taleb MSc SPM PMI MemberMSc SPM PMI MemberManaging DirectorManaging Director

wwwlexiconreadingcenterorgwwwlexiconreadingcenterorg

4

Presentation OutlinePresentation Outline

11The Neuro-developmental Model The Neuro-developmental Model Recap Recap

22Dyslexia What is it Dyslexia What is it Scientific Theories of DyslexiaScientific Theories of Dyslexia

33Dyslexia Who has it Dyslexia Who has it Characteristics of DyslexiaCharacteristics of Dyslexia

44Dyslexia What to do about It Dyslexia What to do about It A) AssessmentA) Assessment b) Interventionsb) Interventions

5 Discussion5 Discussion

5

1 1 Neuro-developmental Neuro-developmental ModelModel

Eight ConstructsEight Constructs 1048708 1048708 AttentionAttention 1048708 1048708 Higher Order CognitionHigher Order Cognition 1048708 1048708 LanguageLanguage 1048708 1048708 MemoryMemory 1048708 1048708 Neuro-motor FunctionNeuro-motor Function 1048708 1048708 Social CognitionSocial Cognition 1048708 1048708 Spatial OrderingSpatial Ordering 1048708 1048708 Temporal-Sequential OrderingTemporal-Sequential Ordering

6

The Neurodevelopment

Systems

Attention Control

Memory

Language

Spatial Order

Sequential Ordering

Neuro-Motor

Higher Order

Thinking

Socialthinking

7

2 Dyslexia What 2 Dyslexia What is it is it

Scientific Theories of Scientific Theories of DyslexiaDyslexia

8

I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip

9

Visual problems in Visual problems in readingreading

10

Definition of the Definition of the International Dyslexia International Dyslexia

AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is

neurologicalneurological in origin in origin

It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word

recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities

These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often

unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction

11

How Widespread is How Widespread is DyslexiaDyslexia

Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability

Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic

School population

w reading disability

Likely to be dyslexic

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 3: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

3

Introduction Lexicon TeamIntroduction Lexicon TeamRudolf Stockling Rudolf Stockling MSc (Psych) MAPS Registered Psychologist NSW AustraliaMSc (Psych) MAPS Registered Psychologist NSW AustraliaEducational PsychologistEducational PsychologistDirector of Assessment Lexicon Reading CentreDirector of Assessment Lexicon Reading Centre

Praveen VasanthakumariPraveen VasanthakumariMSc (Psych) Sp Ed Education TherapistMSc (Psych) Sp Ed Education TherapistLearning SpecialistLearning Specialist

Saloni KrishnanSaloni KrishnanMSc Cognitive Sciences BASLPMSc Cognitive Sciences BASLPCommunication and Speech and Language TherapistCommunication and Speech and Language Therapist

Rania Anis Bin Taleb Rania Anis Bin Taleb MSc SPM PMI MemberMSc SPM PMI MemberManaging DirectorManaging Director

wwwlexiconreadingcenterorgwwwlexiconreadingcenterorg

4

Presentation OutlinePresentation Outline

11The Neuro-developmental Model The Neuro-developmental Model Recap Recap

22Dyslexia What is it Dyslexia What is it Scientific Theories of DyslexiaScientific Theories of Dyslexia

33Dyslexia Who has it Dyslexia Who has it Characteristics of DyslexiaCharacteristics of Dyslexia

44Dyslexia What to do about It Dyslexia What to do about It A) AssessmentA) Assessment b) Interventionsb) Interventions

5 Discussion5 Discussion

5

1 1 Neuro-developmental Neuro-developmental ModelModel

Eight ConstructsEight Constructs 1048708 1048708 AttentionAttention 1048708 1048708 Higher Order CognitionHigher Order Cognition 1048708 1048708 LanguageLanguage 1048708 1048708 MemoryMemory 1048708 1048708 Neuro-motor FunctionNeuro-motor Function 1048708 1048708 Social CognitionSocial Cognition 1048708 1048708 Spatial OrderingSpatial Ordering 1048708 1048708 Temporal-Sequential OrderingTemporal-Sequential Ordering

6

The Neurodevelopment

Systems

Attention Control

Memory

Language

Spatial Order

Sequential Ordering

Neuro-Motor

Higher Order

Thinking

Socialthinking

7

2 Dyslexia What 2 Dyslexia What is it is it

Scientific Theories of Scientific Theories of DyslexiaDyslexia

8

I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip

9

Visual problems in Visual problems in readingreading

10

Definition of the Definition of the International Dyslexia International Dyslexia

AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is

neurologicalneurological in origin in origin

It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word

recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities

These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often

unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction

11

How Widespread is How Widespread is DyslexiaDyslexia

Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability

Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic

School population

w reading disability

Likely to be dyslexic

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 4: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

4

Presentation OutlinePresentation Outline

11The Neuro-developmental Model The Neuro-developmental Model Recap Recap

22Dyslexia What is it Dyslexia What is it Scientific Theories of DyslexiaScientific Theories of Dyslexia

33Dyslexia Who has it Dyslexia Who has it Characteristics of DyslexiaCharacteristics of Dyslexia

44Dyslexia What to do about It Dyslexia What to do about It A) AssessmentA) Assessment b) Interventionsb) Interventions

5 Discussion5 Discussion

5

1 1 Neuro-developmental Neuro-developmental ModelModel

Eight ConstructsEight Constructs 1048708 1048708 AttentionAttention 1048708 1048708 Higher Order CognitionHigher Order Cognition 1048708 1048708 LanguageLanguage 1048708 1048708 MemoryMemory 1048708 1048708 Neuro-motor FunctionNeuro-motor Function 1048708 1048708 Social CognitionSocial Cognition 1048708 1048708 Spatial OrderingSpatial Ordering 1048708 1048708 Temporal-Sequential OrderingTemporal-Sequential Ordering

6

The Neurodevelopment

Systems

Attention Control

Memory

Language

Spatial Order

Sequential Ordering

Neuro-Motor

Higher Order

Thinking

Socialthinking

7

2 Dyslexia What 2 Dyslexia What is it is it

Scientific Theories of Scientific Theories of DyslexiaDyslexia

8

I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip

9

Visual problems in Visual problems in readingreading

10

Definition of the Definition of the International Dyslexia International Dyslexia

AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is

neurologicalneurological in origin in origin

It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word

recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities

These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often

unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction

11

How Widespread is How Widespread is DyslexiaDyslexia

Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability

Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic

School population

w reading disability

Likely to be dyslexic

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 5: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

5

1 1 Neuro-developmental Neuro-developmental ModelModel

Eight ConstructsEight Constructs 1048708 1048708 AttentionAttention 1048708 1048708 Higher Order CognitionHigher Order Cognition 1048708 1048708 LanguageLanguage 1048708 1048708 MemoryMemory 1048708 1048708 Neuro-motor FunctionNeuro-motor Function 1048708 1048708 Social CognitionSocial Cognition 1048708 1048708 Spatial OrderingSpatial Ordering 1048708 1048708 Temporal-Sequential OrderingTemporal-Sequential Ordering

6

The Neurodevelopment

Systems

Attention Control

Memory

Language

Spatial Order

Sequential Ordering

Neuro-Motor

Higher Order

Thinking

Socialthinking

7

2 Dyslexia What 2 Dyslexia What is it is it

Scientific Theories of Scientific Theories of DyslexiaDyslexia

8

I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip

9

Visual problems in Visual problems in readingreading

10

Definition of the Definition of the International Dyslexia International Dyslexia

AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is

neurologicalneurological in origin in origin

It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word

recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities

These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often

unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction

11

How Widespread is How Widespread is DyslexiaDyslexia

Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability

Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic

School population

w reading disability

Likely to be dyslexic

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 6: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

6

The Neurodevelopment

Systems

Attention Control

Memory

Language

Spatial Order

Sequential Ordering

Neuro-Motor

Higher Order

Thinking

Socialthinking

7

2 Dyslexia What 2 Dyslexia What is it is it

Scientific Theories of Scientific Theories of DyslexiaDyslexia

8

I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip

9

Visual problems in Visual problems in readingreading

10

Definition of the Definition of the International Dyslexia International Dyslexia

AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is

neurologicalneurological in origin in origin

It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word

recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities

These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often

unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction

11

How Widespread is How Widespread is DyslexiaDyslexia

Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability

Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic

School population

w reading disability

Likely to be dyslexic

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 7: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

7

2 Dyslexia What 2 Dyslexia What is it is it

Scientific Theories of Scientific Theories of DyslexiaDyslexia

8

I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip

9

Visual problems in Visual problems in readingreading

10

Definition of the Definition of the International Dyslexia International Dyslexia

AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is

neurologicalneurological in origin in origin

It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word

recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities

These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often

unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction

11

How Widespread is How Widespread is DyslexiaDyslexia

Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability

Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic

School population

w reading disability

Likely to be dyslexic

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 8: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

8

I saw a red surfbord laying on I saw a red surfbord laying on the rode It look like my friend the rode It look like my friend so I hid it in the bushis just in so I hid it in the bushis just in case When I whent to the beach case When I whent to the beach I saw my frend Spence he had I saw my frend Spence he had his bordhelliphis bordhellip

9

Visual problems in Visual problems in readingreading

10

Definition of the Definition of the International Dyslexia International Dyslexia

AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is

neurologicalneurological in origin in origin

It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word

recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities

These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often

unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction

11

How Widespread is How Widespread is DyslexiaDyslexia

Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability

Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic

School population

w reading disability

Likely to be dyslexic

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 9: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

9

Visual problems in Visual problems in readingreading

10

Definition of the Definition of the International Dyslexia International Dyslexia

AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is

neurologicalneurological in origin in origin

It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word

recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities

These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often

unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction

11

How Widespread is How Widespread is DyslexiaDyslexia

Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability

Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic

School population

w reading disability

Likely to be dyslexic

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 10: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

10

Definition of the Definition of the International Dyslexia International Dyslexia

AssociationAssociationDyslexia is a Dyslexia is a specific learning disabilityspecific learning disability that is that is

neurologicalneurological in origin in origin

It is characterized by It is characterized by difficulties with accuratedifficulties with accurate andor andor fluent word fluent word

recognitionrecognition and by and by poor spellingpoor spelling and and decoding abilitiesdecoding abilities

These difficulties typically result from a These difficulties typically result from a deficit deficit in the phonological componentin the phonological component of language of language that is often that is often

unexpected in relation to other unexpected in relation to other cognitive cognitive abilitiesabilities and the provision of effective classroom and the provision of effective classroom instruction instruction

11

How Widespread is How Widespread is DyslexiaDyslexia

Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability

Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic

School population

w reading disability

Likely to be dyslexic

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 11: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

11

How Widespread is How Widespread is DyslexiaDyslexia

Current research shows that Current research shows that approximately 15-20 of the approximately 15-20 of the population has a reading population has a reading disability disability

Of that 15-20 85 are Of that 15-20 85 are dyslexicdyslexic

School population

w reading disability

Likely to be dyslexic

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 12: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

12

Neural Basis of ReadingNeural Basis of Reading

Left inferior Left inferior frontal gyrusfrontal gyrus

Left temporo-Left temporo-parietal cortexparietal cortex

Left infero-Left infero-temporal cortextemporal cortex

Speech sounds

Alphabetic code

Visual word form

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 13: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

13Brain Briefings Society for Neuroscience

DyslexiaDyslexia

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 14: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

14

Major Current Dyslexia Major Current Dyslexia TheoriesTheories

1Phonological Deficit Hypothesis1Phonological Deficit Hypothesis

2Double Deficit Hypothesis2Double Deficit Hypothesis

3Automaticity Deficit Hypothesis3Automaticity Deficit Hypothesis

4Cerebellar Deficit Hypothesis4Cerebellar Deficit Hypothesis

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 15: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

15

1 The Phonological Deficit 1 The Phonological Deficit HypothesisHypothesis

CauseCause of R of Reading difficulties is ineading difficulties is in

phonological processing such asphonological processing such as

problems in problems in bullsound segmentation sound segmentation

andandbullin word blendingin word blending

both are criticalboth are critical for the for the development of reading and development of reading and spellingspelling

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 16: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

16

2 The Double Deficit Hypothesis2 The Double Deficit Hypothesis

Two crucial deficitsTwo crucial deficits

(i) Phonological processing problems(i) Phonological processing problems

(ii) Rapid processing problems(ii) Rapid processing problems(naming speed comparing same (naming speed comparing same different speed)different speed)

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 17: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

17

3 The Automatization Deficit 3 The Automatization Deficit HypothesisHypothesis

The concept of an lsquoautomatization The concept of an lsquoautomatization deficitrsquo explains the range of problems deficitrsquo explains the range of problems shown by dyslexic childrenshown by dyslexic children

Dyslexic children will have difficulties Dyslexic children will have difficulties on any task that requires on any task that requires automatisation of skill automatisation of skill

Even on task where they appear to be Even on task where they appear to be performing normally they have to try performing normally they have to try harder to achieve the same resultsharder to achieve the same results

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 18: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

18

2 The Cerebellar Deficit 2 The Cerebellar Deficit HypothesisHypothesis

Cerebellum may be an Cerebellum may be an underlying causal factor for all underlying causal factor for all the characteristics explained by the characteristics explained by the other theoriesthe other theories

Cerebellum has many functions Cerebellum has many functions such as balance motor control such as balance motor control etcetc

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 19: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

19

CerebellumCerebellum

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 20: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

20

The role of the cerebellum in The role of the cerebellum in dyslexiadyslexia

Itrsquos role in making processes automatic Itrsquos role in making processes automatic relates to the difficulty experienced for relates to the difficulty experienced for Dyslexic people to become fluent Dyslexic people to become fluent readersreaders

Why specific to readingWhy specific to reading

Severe problems arise for reading and Severe problems arise for reading and spelling because they require both spelling because they require both good phonological skills and good good phonological skills and good automatisation - double difficultyautomatisation - double difficulty

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 21: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

21

QuestionsQuestions

How different are these theoriesHow different are these theories

Is this like the four men and the Is this like the four men and the elephantelephant

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 22: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

22

Six Blind MenSix Blind Men

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 23: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

23

Difficulties experienced by Difficulties experienced by dyslexic childrendyslexic children

Bal

ance

Dua

lS

pell

ing

Age

Rea

ding

Age

Segm

enta

tion

Bal

1 f

t B

lind

fold

Bal

ance

1 F

oot

Non

wor

d R

epet

ition

Let

ter

Nam

ing

Pic

ture

Nam

ing

Lex

ical

dec

isio

n

Art

icul

atio

n T

ime

Bal

ance

Col

our

Nam

ing

Sel

ecti

ve C

RT

Dig

it N

amin

g

Pho

n D

iscr

imin

atio

nV

isua

l Sea

rch

Pegb

oard

Rhy

me

Bal

2 f

t B

lind

fold

Bea

ds

Mem

ory

Spa

nP

erfo

rman

ce I

Q

Sim

ple

Rea

ctio

n T

ime

Bal

ance

2 F

oot

IQ Ver

bal I

Q

-10

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

Psychometric

Eff

ect

Siz

e

PhonologicalSpeedMotor SkillBalance

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 24: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

24

Answers Answers

AnswerAnswer

(i) Different theories are at (i) Different theories are at different levels different levels of explanationof explanation

(ii) The type of explanation that is most (ii) The type of explanation that is most valuable depends upon the question you valuable depends upon the question you are askingare asking

(iii) It may be that different dyslexic children (iii) It may be that different dyslexic children suffer from different underlying causessuffer from different underlying causes

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 25: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

25

Why Are many Dyslexic Why Are many Dyslexic Children CleverChildren Clever

The cerebellum is needed for The cerebellum is needed for unconscious development of unconscious development of skill skill fluencyfluency Skills can be acquired without Skills can be acquired without the cerebellum the cerebellum

The traditional seat of intellectual The traditional seat of intellectual behaviour the frontal lobes of the cortex behaviour the frontal lobes of the cortex may well be completely spared or even may well be completely spared or even over-achieving over-achieving

IQ metacognition strategy use IQ metacognition strategy use knowledge etc are all fineknowledge etc are all fine

Dyslexia is not related to IntelligenceDyslexia is not related to Intelligence

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 26: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

26

3 Dyslexia Who has it 3 Dyslexia Who has it

Characteristics of DyslexiaCharacteristics of Dyslexia

How do we recognize a child with How do we recognize a child with dyslexiadyslexia

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 27: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

27

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 28: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

28

2-D learners2-D learners

Have talent for languageHave talent for language

Good at sequence and time and eventsGood at sequence and time and events

Memory for abstract symbolsmdashletters Memory for abstract symbolsmdashletters stand for somethingstand for something

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 29: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

29

3-D learners3-D learners

Have a talent to make do draw buildHave a talent to make do draw build

Often intuitive creative and good Often intuitive creative and good imaginationimagination

May take up to 1500 repetitions of May take up to 1500 repetitions of seeing a word or letter to remember seeing a word or letter to remember itit

Do not do well with idioms Do not do well with idioms

ldquoldquoknock it offrdquoknock it offrdquo

Often seen as lazy or immatureOften seen as lazy or immature

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 30: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

30

Not a Single Pattern that Not a Single Pattern that Identifies a Student with Identifies a Student with

DyslexiaDyslexia SomeSome

Reverse lettersmdashothers do notReverse lettersmdashothers do not Show related problems with spoken Show related problems with spoken

languagemdashothers do notlanguagemdashothers do not Have problems with attentionmdashHave problems with attentionmdash

others do notothers do not Have trouble retrieving words to Have trouble retrieving words to

recall them quicklymdashothers do notrecall them quicklymdashothers do not Have trouble with mathmdashothers are Have trouble with mathmdashothers are

talented in mathtalented in math

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 31: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

31

SomeSome

Have problems with organizationmdashHave problems with organizationmdashothers do notothers do not

Appear insensitive to othersmdashothers Appear insensitive to othersmdashothers are very sensitiveare very sensitive

Have a low self-esteemmdashothers do Have a low self-esteemmdashothers do notnot

Have difficulty with handwritingmdashHave difficulty with handwritingmdashothers do notothers do not

Have a slow rate of writingmdashothers Have a slow rate of writingmdashothers do notdo not

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 32: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

32

A Student with Dyslexia has a A Student with Dyslexia has a Unique Pattern Much Like Unique Pattern Much Like

Your FingerprintYour Fingerprint Person who reads well with poor Person who reads well with poor

ComprehensionComprehension Inaccurate reader with ok comprehensionInaccurate reader with ok comprehension Extremely slow readerExtremely slow reader Strong speller and the slow readerStrong speller and the slow reader Adequate reader who has difficulty with Adequate reader who has difficulty with

all written expression including copying all written expression including copying and spellingand spelling

One that has trouble with all of the aboveOne that has trouble with all of the above

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 33: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

33

Activity 1 Signs of DyslexiaActivity 1 Signs of Dyslexia

1 Participants describe to each other a 1 Participants describe to each other a child they know who has been child they know who has been diagnosed with Dyslexiadiagnosed with Dyslexia

2 Group discusses the age appropriate 2 Group discusses the age appropriate warning signs described in the handoutwarning signs described in the handout

3 Add any other signs that you have 3 Add any other signs that you have observedobserved

4 One member reports to all 4 One member reports to all participantsparticipants

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 34: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

34

Warning Signs in Warning Signs in PreschoolPreschool

Delayed speech slow to add new Delayed speech slow to add new words difficulty finding the right wordwords difficulty finding the right word

Mixing up sounds or syllables in long Mixing up sounds or syllables in long wordswords

Poor memory for nursery rhymesPoor memory for nursery rhymes Difficulty learning colours days of Difficulty learning colours days of

week numbers shapesweek numbers shapes Difficulty learning how to spell or Difficulty learning how to spell or

write namewrite name

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 35: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

35

Warning Signs in K-3Warning Signs in K-3Difficulty understanding Difficulty understanding that words can be separated into parts that words can be separated into parts

(firetruck fire and truck) (firetruck fire and truck) that words can be separated into that words can be separated into

sounds (tip = t sounds (tip = t ĭĭ p) p) Difficulty learning letter names and Difficulty learning letter names and

soundssounds Difficulty reading single words relies Difficulty reading single words relies

on context clues to recognize words on context clues to recognize words Canrsquot remember sight wordsCanrsquot remember sight words

Slow choppy inaccurate oral readingSlow choppy inaccurate oral reading Difficulty with daily spelling Difficulty with daily spelling

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 36: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

36

Warning Signs Grades 4Warning Signs Grades 4thth ndash ndash High SchoolHigh School

Has difficulty spelling ndash may use Has difficulty spelling ndash may use simplified vocabulary when writing simplified vocabulary when writing

Continues to have reading difficultyContinues to have reading difficulty Lacks fluency reads slowly avoids oral Lacks fluency reads slowly avoids oral

readingreading Avoids reading for pleasureAvoids reading for pleasure Difficulty finding the right word when Difficulty finding the right word when

speakingspeaking Dreads going to schoolDreads going to school

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 37: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

37

Effects of dyslexia reach far Effects of dyslexia reach far beyond the classroombeyond the classroom

Self-imageSelf-image Feelings of being dumb or Feelings of being dumb or

ldquodifferentrdquoldquodifferentrdquo Feeling of being less capable than Feeling of being less capable than

they really arethey really are Stress due to academic or social Stress due to academic or social

problemsproblems Discouraged about continuing in Discouraged about continuing in

schoolschool

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 38: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

38

Important to remember thatImportant to remember that

students with dyslexia can learnstudents with dyslexia can learn They just learn in a different wayThey just learn in a different way Not a disease or result of an Not a disease or result of an

accident or injury but rather it accident or injury but rather it describes a kind of minddescribes a kind of mind Often gifted and productive mind Often gifted and productive mind that learns differentlythat learns differently

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 39: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

39

4 Dyslexia4 DyslexiaWhat to do about it What to do about it

Assessment of DyslexiaAssessment of Dyslexia

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 40: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

40

What do considerWhat do consider Possible other issues co morbidities Possible other issues co morbidities

Cognitive Ability (Gifted Slow Learner)Cognitive Ability (Gifted Slow Learner) (Language Non-verbal Issues(Language Non-verbal Issues Psychological issues (ADHD Anxiety Psychological issues (ADHD Anxiety

Motivation Self Esteem Family Issues)Motivation Self Esteem Family Issues) A thorough assessment is essential to A thorough assessment is essential to

determine the exact nature of the learning determine the exact nature of the learning difference and to exclude alternative difference and to exclude alternative explanations for the problemexplanations for the problem

A diagnosis leads to a remediation planA diagnosis leads to a remediation planandand

recommendations for interventionsrecommendations for interventions

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 41: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

41

Assessment StepsAssessment Steps ReferralReferral Data GatheringData Gathering Testing Testing

Psychological IssuesPsychological IssuesAbility (Language Perceptual Memory Ability (Language Perceptual Memory Processing)Processing)Achievement (Reading Maths Achievement (Reading Maths Listening Listening Oral Language)Oral Language)Reading Writing BehaviourReading Writing Behaviour

Intervention Plan FormulationIntervention Plan Formulation

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 42: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

42

Data Gathering Data Gathering InformantsInformants

Information about the studentInformation about the studentbull Studentrsquos work samples Test Studentrsquos work samples Test

Results ReportsResults Reports

bull Teacherrsquos observations (Interview Teacherrsquos observations (Interview Questionnaires Informal)Questionnaires Informal)

bull Parent (Interview Questionnaires)Parent (Interview Questionnaires)

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 43: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

43

Areas of Data GatheringAreas of Data Gathering

VisionhearingVisionhearing Teacher reportsTeacher reports Previous Previous

assessmentsassessments AccommodationsAccommodations

Modifications Modifications (classroom teacher)(classroom teacher)

Academic progress Academic progress reportsreports

Samples of school Samples of school workwork

Parent conferencesParent conferences Speechlanguage Speechlanguage

(previous referrals)(previous referrals) OT other OT other

interventionsinterventions

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 44: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

44

Assessment InstrumentsAssessment Instruments

Have to be valid Have to be valid Culturally appropriateCulturally appropriate Assess the specific areas of Assess the specific areas of

educational need educational need notnot to provide a to provide a single general IQsingle general IQ

Have to accurately reflect Have to accurately reflect studentrsquos aptitude achievement studentrsquos aptitude achievement level and specific learning profilelevel and specific learning profile

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 45: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

45

Assessment of General Assessment of General IssuesIssues

Psychological Questionnaires Psychological Questionnaires (Parents Teachers Students) (Achenbach (Parents Teachers Students) (Achenbach System of Empirically Based Assessment System of Empirically Based Assessment ASEBAASEBA))

Learning Style Learning Style (Parents Teachers (Parents Teachers Students) Cognitive Processing Inventory Students) Cognitive Processing Inventory (CPI)(CPI)

Ability Wechsler Intelligence Ability Wechsler Intelligence Scales Scales (WISC-IV WPPSI-III)(WISC-IV WPPSI-III)

Achievement Achievement (Wechsler Individual (Wechsler Individual Achievement Test WIAT-II)Achievement Test WIAT-II)

Others depending on need Others depending on need

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 46: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

46

Literacy Specific Literacy Specific Assessment Assessment InstrumentsInstruments

Reading single words in isolationReading single words in isolation Wide Range Achievement Test 3 (WRAT-Wide Range Achievement Test 3 (WRAT-

3)3) WIAT-IIWIAT-II Word Reading Word Reading

Word DecodingWord Decoding WIAT-IIWIAT-II Pseudoword Decoding Pseudoword Decoding

Phonological AwarenessPhonological Awareness Phonological Awareness Test (PAT)Phonological Awareness Test (PAT)

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 47: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

47

Letter KnowledgeLetter Knowledge WIAT-II Word ReadingWIAT-II Word Reading

Fluency Rate and AccuracyFluency Rate and Accuracy WIAT-II WIAT-II Reading FluencyReading Fluency

Reading ComprehensionReading Comprehension WIAT-IIWIAT-II Reading Comprehension Reading Comprehension

SpellingSpelling WIAT-II WIAT-II SpellingSpelling

Orthographic Encoding Orthographic Encoding DecodingDecoding -- -- Phonetic Reading Chain Phonetic Reading Chain Diagnostic Diagnostic Reading AssessmentReading Assessment

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 48: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

48

Differential DiagnosisDifferential Diagnosis

Good evidence for three forms of Good evidence for three forms of disabilitydisability

in reading thatin reading that co-occur andco-occur and occur in isolationoccur in isolation

11 Word recognitionWord recognition

22 ComprehensionComprehension

33 FluencyFluency

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 49: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

49

Activity 2 CASE STUDIESActivity 2 CASE STUDIES

Each Group receives the assessment Each Group receives the assessment profile of a childprofile of a child

Look at the assessment profile and Look at the assessment profile and discuss if that child could be discuss if that child could be diagnosed with Dyslexiadiagnosed with Dyslexia

We do first Case Study togetherWe do first Case Study together

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 50: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

50

SS Standard Scores SS Standard Scores DistributionDistribution

Very Superior Range Very Superior Range gt130gt130 22 of Students22 of Students Superior Range Superior Range 120-130 120-130 67 of Students67 of Students High Average RangeHigh Average Range 110-120 161 of Students110-120 161 of Students Average RangeAverage Range 90-110 90-110 50 of Students 50 of Students Low Average Range Low Average Range 80-90 80-90 161 of Students161 of Students Borderline RangeBorderline Range 70-80 67 of Students70-80 67 of Students Extremely LowExtremely Low lt70lt70 22 of Students22 of Students

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 51: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

51

Case Study 1 Rania Year Case Study 1 Rania Year 55

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 103Phonological Memory 103

Rapid NamingRapid Naming 91 91

Alphabet No difficulty

Consonant sounds 1921

Short-vowel sounds 15

WISC-IV Full Scale IQ Average

WIAT-II Listening Comprehension 105 Word Reading 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

Dyslexic

Yes No

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 52: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

52

Case study Praveen Case study Praveen Year 4Year 4

Phonological Awareness 85Phonological Awareness 85

Phonological Memory 97Phonological Memory 97

Rapid NamingRapid Naming 7676

Alphabet no difficulty

Consonant sounds 1921

Short-vowel sounds 45

WISC-IV FSIQ Average Range

WIAT-II

Word Reading 73

Reading Comprehension 98

Listening Comprehension 104

Pseudoword Reading 89

Spelling 75

Dyslexic

Yes No

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 53: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

53

Case study Rudy Year 5Case study Rudy Year 5

Phonological Awareness 100Phonological Awareness 100

Phonological Memory 88Phonological Memory 88

Rapid NamingRapid Naming 88 88

Alphabet no difficulty

Consonant sounds 2021

Short-vowel sounds 25

WISC-IV FSIQ Low Average Range

WIAT-II

Listening Comprehension 96

Word Reading 103

Reading Comprehension 118

Pseudoword Reading 101

Spelling 102Dyslexic

Yes No

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 54: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

54

Case study Saloni Year Case study Saloni Year 55

Phonological Awareness Phonological Awareness 7373Phonological MemoryPhonological Memory 7676

Alphabet unable to recite or write

Naming lower case letter 2526

Consonant sounds 1821

Short-vowel sounds 55

WISC-IV Borderline Range

WIAT-II

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

Dyslexic

Yes No

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 55: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

55

IMPORTANTIMPORTANT

Tests Do Tests Do NotNot Evaluate they give Evaluate they give InformationInformation

People Do EvaluatePeople Do Evaluate

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 56: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

56

4 What to do about it 4 What to do about it

B InterventionsB Interventions

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 57: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

57

Reading RopeReading Rope

p 54

Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge

Phonological Awareness Decoding (and Spelling) Sight Recognition

SKILLED READING fluent execution and coordination of word recognition and text comprehension

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Reading is a multifaceted skill gradually acquired over years of instruction and practice

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 58: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

58

Principles of Principles of InterventionsInterventions

Based on thorough Assessment and Based on thorough Assessment and

knowledge of learnerknowledge of learner

Measurable goals developed after Measurable goals developed after

assessmentassessment

Identifies strengthsIdentifies strengths

Determines the skill deficits to be addressedDetermines the skill deficits to be addressed

Uses preferred learning modalitiesUses preferred learning modalities

Active participation of learnerActive participation of learner

Strategy based on the aboveStrategy based on the above

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 59: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

59

Major Intervention Major Intervention StrategiesStrategies

A Multisensory InstructionA Multisensory Instruction

B Guided DiscoveryB Guided Discovery

C Mastery LearningC Mastery Learning

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 60: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

60

A Multisensory TeachingA Multisensory Teaching

Uses the Four Pathways of LearningUses the Four Pathways of Learning

AuditoryAuditory

VisualVisual

KinaestheticKinaesthetic

TactileTactile

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 61: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

61

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 62: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

62

Multisensory TeachingMultisensory Teaching

SimultaneousSimultaneous and and alternativealternative deployment of deployment of visual auditory visual auditory kinaesthetic and tactilekinaesthetic and tactile sensory sensory modalities that supports the modalities that supports the connection of oral language with connection of oral language with visual language symbols visual language symbols

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 63: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

63

Multisensory TeachingMultisensory Teaching

Example k = Example k = ckck

Discovering a new letter-sound Discovering a new letter-sound association by association by listening to words with listening to words with the same sound in the final positionthe same sound in the final position while looking at the mouth in a mirror while looking at the mouth in a mirror feeling how itrsquos made seeing a list of feeling how itrsquos made seeing a list of the words and writing the new the words and writing the new digraphdigraph

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 64: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

64

It is a systematic It is a systematic step-by-step step-by-step approach approach proceeding from proceeding from the simpler to the the simpler to the more complex in more complex in orderly orderly progression in an progression in an upward spiral of upward spiral of language language developmentdevelopment

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 65: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

65

What is TaughtWhat is Taught Phoneme and Phonological Phoneme and Phonological

AwarenessAwareness Sound-Symbol AssociationSound-Symbol Association Syllable InstructionSyllable Instruction MorphologyMorphology SyntaxSyntax SemanticsSemantics

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 66: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

66

Using Multisensory Using Multisensory StrategiesStrategies

AuditoryAuditorybullbullDiscriminate number of sounds in Discriminate number of sounds in

spoken wordsspoken wordsbullbullSay key word and soundSay key word and soundbullbullSegment spoken word into syllablesSegment spoken word into syllablesbullbullListen for base words roots and affixesListen for base words roots and affixesbullbullParaphrase sentences accuratelyParaphrase sentences accurately

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 67: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

67

Using Multisensory StrategiesUsing Multisensory Strategies

VISUALVISUAL Look at mouth to see mouth positionLook at mouth to see mouth position

Look at card with letter and key wordLook at card with letter and key word

Look at printed word to identify vowel Look at printed word to identify vowel sounds and number of syllablessounds and number of syllables

Identify base words prefixes and Identify base words prefixes and suffixessuffixes

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 68: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

68

Using Multisensory Using Multisensory StrategiesStrategiesTactileTactile

bullbullFeel voicing airflow thFeel voicing airflow th

bullbullForm letters with play doughForm letters with play dough

Write in sand trayWrite in sand tray

bullbullFeel sandpaper letters and Feel sandpaper letters and wordswords

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 69: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

69

Using Multisensory Using Multisensory StrategiesStrategies

KinaestheticKinaestheticbullbullArrange letters in alphabetical orderArrange letters in alphabetical order

bullbullUse tokens to segment sounds in Use tokens to segment sounds in spoken wordsspoken words

bullbullFeel movement of articulatory Feel movement of articulatory musclesmuscles

when phonemes are spokenwhen phonemes are spoken

bullbullBuild words with syllable cardsBuild words with syllable cards

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 70: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

70

LESSON PLAN FORMATLESSON PLAN FORMAT

AlphabetPhonemic AwarenessAlphabetPhonemic Awareness Letter Sounds ReviewLetter Sounds Review Spelling SoundsSpelling Sounds Discovery of Linguistic ConceptDiscovery of Linguistic Concept HandwritingHandwriting Reading PracticeReading Practice Spelling PracticeSpelling Practice Review of Todayrsquos New LearningReview of Todayrsquos New Learning Extended ReadingWritingExtended ReadingWriting ListeningComprehensionListeningComprehension

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 71: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

71

Activity 3 Multisensory Activity 3 Multisensory teachingteaching

Task Teaching consonant Task Teaching consonant blendsblends11 DemonstrationDemonstration

22 Group teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquoGroup teaching of blends lsquoslrsquo lsquobrrsquo lsquotwrsquo and lsquosmrsquo33 VisualVisual Presenting blend printed on flash card Presenting blend printed on flash card44 AuditoryAuditory Say the name of the blend say the Say the name of the blend say the

key word of the picture amp then the sound of the key word of the picture amp then the sound of the blendblend

Student repeats the key word and the sound of Student repeats the key word and the sound of the blendthe blend

Teacher says sound and student repeatsTeacher says sound and student repeats55 KinaestheticKinaesthetic Student writes the blend copying Student writes the blend copying

from the model saying name as heshe writes itfrom the model saying name as heshe writes it Student writes it from memory reads what has Student writes it from memory reads what has

been written and giving the soundbeen written and giving the sound Student writes blend with eyes closed ndash to Student writes blend with eyes closed ndash to

enhance kinesthetic feed backenhance kinesthetic feed back66 Tactile Tactile Form the blend with play dough while Form the blend with play dough while

saying itsaying it

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 72: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

72

B Guided DiscoveryB Guided Discovery Guided discovery involves the studentrsquos Guided discovery involves the studentrsquos

pathways of learningpathways of learning (AuditoryVisualKinaestheticTactile)(AuditoryVisualKinaestheticTactile)

SocraticSocratic questioning or ldquoguided questioning or ldquoguided questioningrdquo is leading students to the questioningrdquo is leading students to the answers without telling themanswers without telling them

Because of the memory systems and Because of the memory systems and the need to stimulate multiple the need to stimulate multiple modalities the ldquodiscoveryrdquo approach to modalities the ldquodiscoveryrdquo approach to instruction is effective with dyslexic instruction is effective with dyslexic students students

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 73: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

73

Auditory DiscoveryAuditory Discovery

Uses questioning techniques for Uses questioning techniques for auditory discovery auditory discovery

linking the new to the known and linking the new to the known and building on similarities or differencesbuilding on similarities or differences

What do you hear that is the sameWhat do you hear that is the same

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 74: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

74

Visual DiscoveryVisual Discovery

After auditory discovery After auditory discovery

the visual symbols representing the new the visual symbols representing the new concept or phoneme are presented concept or phoneme are presented

using questioning techniques to lead using questioning techniques to lead students to self-discoverystudents to self-discovery

What do you see that is the sameWhat do you see that is the same

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 75: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

75

Kinaesthetic Tactile Kinaesthetic Tactile Discovery Discovery

Skywriting Walking Shapes Play Skywriting Walking Shapes Play dough creation of symbolsdough creation of symbols

Are some of the techniques used Are some of the techniques used

in kinaesthetic-tactile discoveryin kinaesthetic-tactile discovery Make Trace amp Copy letter shapesMake Trace amp Copy letter shapes WorkbookWorkbook Spelling Notebook Spelling Notebook

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 76: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

76

Elements of Discovery Elements of Discovery LearningLearning

Discovery Learning

Brain PowerDevelops natural curiosity to learn

Holds interest

Active participate

responsibility

Strengthens knowledge of relationships

between concepts

Develops decision-making skills

Develops ability to retrieve

information

Links new with old knowledge

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 77: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

77

C Mastery Model of C Mastery Model of Teaching and LearningTeaching and Learning

Uses the FollowingUses the Following Prior KnowledgePrior Knowledge New LearningNew Learning ReviewReview PracticePractice MASTERYMASTERY

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 78: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

78

Mastery Model of Mastery Model of Teaching amp Teaching amp

LearningLearningPrior

Knowledge

feelings ideas

memories

experiences

motivations

concepts

New Learning

Review

Mastery95

Practice

cumulative

automaticity

Discovery

Short term memory

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 79: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

79

IntroduceIntroduce

ReviewReview

PracticePractice

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 80: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

80

Mastery Model TeachingMastery Model Teaching

Simultaneous Multisensory InstructionSimultaneous Multisensory Instruction Guided DiscoveryGuided Discovery Intense InstructionConsistent Intense InstructionConsistent

PracticePractice Systematic and CumulativeSystematic and Cumulative Synthetic and AnalyticSynthetic and Analytic

SyntheticSynthetic how letters come together to how letters come together to

form a wordform a word AnalyticAnalytic breaking a word into smaller breaking a word into smaller

partsparts

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 81: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

81

Periodic measures of progress Periodic measures of progress Bench Mark Measures determine Bench Mark Measures determine

progress at each level of trainingprogress at each level of training Assures teacher that studentrsquos knowledge Assures teacher that studentrsquos knowledge

is secure before advancing to next level is secure before advancing to next level Success on each measure serves as Success on each measure serves as

motivational incentive for student while motivational incentive for student while encouraging self-confidence encouraging self-confidence

New learning based on well-established New learning based on well-established concepts to enable student to integrate concepts to enable student to integrate skills systematically successfully and skills systematically successfully and permanentlypermanently

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 82: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

82

Conclusion Conclusion

Effective Scientific InstructionEffective Scientific Instructionindividualizedindividualized

multidisciplinarymultidisciplinary

multisensory multisensory

synthetic-analyticsynthetic-analytic

SystematicSystematic

CumulativeCumulative

CommunicativeCommunicative

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 83: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

83

If instruction is planned to meet If instruction is planned to meet the the

differing needs of learners it is differing needs of learners it is individualizedindividualized

If instruction is based on the If instruction is based on the knowledge knowledge

and skill of experts from many fields and skill of experts from many fields

including education psychology and including education psychology and language theory we call it language theory we call it multidisciplinary multidisciplinary

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 84: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

84

If the sounds of the letters can be blended If the sounds of the letters can be blended into words for reading and the words can into words for reading and the words can be divided into the sounds they are made be divided into the sounds they are made of for spelling and writing then we call the of for spelling and writing then we call the process process

synthetic-analyticsynthetic-analytic If instruction simultaneously uses the If instruction simultaneously uses the

learning pathways of visual (seeing) learning pathways of visual (seeing)

auditory (hearing) and kinaesthetic auditory (hearing) and kinaesthetic (movement) tactile (touch)(movement) tactile (touch)

then it is then it is multisensorymultisensory

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 85: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

85

Material is organized and taught in a way Material is organized and taught in a way that is logical and fits the nature of our that is logical and fits the nature of our language The procedure is language The procedure is systematicsystematic

The learner moves step by step in order The learner moves step by step in order from simple well-learned material to that from simple well-learned material to that which is more and more complex as he which is more and more complex as he or she masters the necessary body of or she masters the necessary body of language skills The teaching islanguage skills The teaching is sequentialsequential

Each step of the way is based on those Each step of the way is based on those already learned The process is already learned The process is cumulativecumulative

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 86: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

86

The ultimate goal is for a student to The ultimate goal is for a student to

understand the reasons for what he is understand the reasons for what he is

learning so that he can think his way learning so that he can think his way

through language problems The purpose through language problems The purpose

of it all from recognizing a letter to of it all from recognizing a letter to

writing a poem is getting meaning from writing a poem is getting meaning from

one personrsquos mind to anotherrsquos one personrsquos mind to anotherrsquos

CommunicationCommunication is paramount is paramount

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 87: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

87

GOOD NEWSGOOD NEWS Good news is that students with dyslexia can Good news is that students with dyslexia can

be helped to cope with their difficulties if be helped to cope with their difficulties if their learning profile is scientifically their learning profile is scientifically diagnosed and if they are taught on evidence diagnosed and if they are taught on evidence based methodologiesbased methodologies

using multisensory teaching methods within using multisensory teaching methods within a discovery learning framework to mastery a discovery learning framework to mastery level of each skill level of each skill

they can learn to read and write to a level they can learn to read and write to a level appropriate to their general abilityappropriate to their general ability

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives

Page 88: 1 Dyslexia: Your Questions Answered Dyslexia as understood in a Neuro-developmental Model of Assessment and Interventions.

88

Perhaps most important of all Perhaps most important of all

with the understanding support with the understanding support

and encouragement of parents and and encouragement of parents and

teachers they can avoid the hurt teachers they can avoid the hurt

and burden of failure and and burden of failure and

frustration that affects their livesfrustration that affects their lives