Diane Lyon Fundamental Learning Center SESSION III: Saturday, October 15, 2011 10:30 a.m. - 12:00...
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Transcript of Diane Lyon Fundamental Learning Center SESSION III: Saturday, October 15, 2011 10:30 a.m. - 12:00...
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Diane Lyon
www.ReidLyon.com
Fundamental Learning Center
SESSION III:Saturday, October 15, 2011
10:30 a.m. - 12:00 p.m.
Asking the Right Questions:
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Diane Lyon
www.ReidLyon.com
Asking the Right Questions:
How do I help a dyslexic student succeed in school?
What is effectively implement research practices for
the classroom and in the home?
Where can I find practical strategies?
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Know who you are listening to!
I am a person with dyslexia
I have a child who has dyslexia
I’m an advocate
I worked at in the U.S. Department of Education, Offices of Special Education in Washington D.C., I was a Chief Operating Officer at, a company that develops research
based Educational Program, an internet-based, supplemental and intervention, reading program & I was
a Reading Research Project Coordinator at SMU and now present and manage G. Reid Lyon’s consulting
company, Synergistic Education Solutions. (www.ReidLyon.com)
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Why do I do what I do? (video)
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Reading is Fundamental
(Center for Educational Statistics, 2009).
An alarming 44.7 percent of high school dropouts score in the bottom quarter of reading ability measures
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Reading is Fundamental
1 out of 3 prison inmates have the lowest level of reading proficiency
(Center for Educational Statistics, 2009).
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Kyle, my son, was placed in a self-contained Special Education class, in 2nd grade… (1991)
By 3rd grade, I advocated that he be in a General Education Class with his peers.
By 4th grade I was home schooling him part-time.
Kyle attended Indiana University went on to Law school & graduated within the honors program & on the Deans
list Chicago Illinois.
Our commitment started with Reading and ended with building Self-Esteem.
Kyle’s Journey With Dyslexia
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Planning & Hard Work Pays Off
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How did we stay focused?
• We agreed on a daily plan (in writing)
• We agreed on a monthly plan (in writing)
• We agreed on a yearly plan (in writing)
• Kyle had a dream (in writing)
• Kyle had choices (in writing)
• Kyle knew the reality if we did not stick to a plan
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Tips for Student – Parent - Teacher
For Students – Hard Work with lots of Repetition– Stay Positive– Set Realistic Goals & write them! Learn, Exercise, Give-back
For Parents– Lots of Encouragement (for Teacher and Student)– Communication and Relationship building is the Key!!!– Patience is a Virtual
For Teachers- Agree to the Goal (What is education success ?)- Allow adaptation and accommodations (spelling/reading/writing w/ technology)
- Basic understanding of individualized
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Lessons I Learned • Don’t think you will change people ….they have to be
willing to change (but your example helps)!
• Believe in yourself, teachers, & in children w/ dyslexia!
• There is power in numbers (people & data & books) !
• Listen to data … use data to tell your story to everyone not just to some!
• Put everything that is important in writing!
• Don’t take anything personal!
• Your local media could be your best friend, get to know them!
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Technology • Laptop for the Student• Websites
Data• Weekly student data• Monthly student data• Yearly student data• Know the data of other students
Research• Read it• Know it• Share it
What Else Made The Difference?
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Effective Reading Instruction
“Reading instruction effectiveness lies not with
a single program or method but, rather, with a
teacher who thoughtfully and analytically
integrates various program, materials, and
methods as the situation demands.”
(Duffy & Hoffman)
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READING INSTRUCTION MUST BE INTEGRATED FROM KG- G12
• If a critical component is missing, students who are at risk will not develop the essential skill
• Success and failure in reading are opposite sides of the same coin- it’s the same theory, not two theories, one for success and another for failure
• Instruction is the key!
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have had less exposure to print and the alphabet.
have vocabulary that are usually less well developed – ½ in poor children compared to other children.
..
have a range of experience and conceptual knowledge that is often limited or different compared to other students.
are delayed in the development of phonemic awareness..
Many people who struggle with reading….. …..
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What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction
Learning in rich contexts is valuable for vocabulary learning.
Vocabulary words should be those that the learner will find
useful in many contexts. When vocabulary items are derived
from content learning materials, the learner will be better
equipped to deal with specific reading matter in content
areas.
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What the National Reading Panel Says About the Role of Vocabulary in
Reading Instruction There is a need for direct instruction of vocabulary items
required for each specific text.
Repetition and multiple exposure to vocabulary items are important. Students should be given items that will be likely to appear in many contexts.
(Reprinted from National Reading Panel, 2000, p. 4-4)
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Reading Comprehension Non-NegotiablesReading Comprehension Non-Negotiables
A student must be able to read correctly, A student must be able to read correctly, approximately approximately 95 percent, 95 percent, of the words of the words accurately in text to comprehend what is read.accurately in text to comprehend what is read.
MOREOVER, to comprehend, a student must MOREOVER, to comprehend, a student must know the meanings of know the meanings of 90 to 95 90 to 95 percent of the percent of the words being read.words being read.
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• Readers who read well are active readers
• Readers who have clear goals in mind for their reading comprehend well.
• They constantly evaluate whether the text, and their reading of it, is meeting their goals.
• Readers who read well typically look over the text before they read, noting such things as the structure of the text and text sections that might be most relevant to their reading goals.
What does it take to comprehend text?
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• As one reads, frequently making predictions about what is going to happen is key.
• They read selectively, continually making decisions about their reading--what to read carefully, what to read quickly, what not to read, what to re-read.
• Readers who read well construct, revise, and question the meanings they make as they read.
• They draw upon, compare, and integrate their prior knowledge with material in the text.
What does it take to comprehend text?
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WHAT DOES IT TAKE TO UNDERSTAND WHAT YOU READ?
Read different kinds of text differently. For example, when reading narrative, attend closely to the setting and characters
When reading expository text the reader frequently construct and revise summaries of what they have read.
Expository text is nonfiction reading material. The intent of these written works is to inform as a fact
text processing occurs not only during ‘reading’ as we have traditionally defined it, but also during short breaks taken during reading, and even after the ‘reading’ itself has commenced. (started)
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Reading Fluency
• Fluency is partly an outcome of word recognition
• “ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to decoding” (Meyer, 2002)
• “rate and accuracy in oral reading” (Shinn et al., 1992)
• “ immediate result of word recognition proficiency” (NRP, 2000)
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Why have we, as a Nation, not met our reading goal?
The sheer magnitude of the reading crisis in America
The sheer complexity of reading development
and reading difficulties
The complexity of an effective classroom/building implementation
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The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING) SIGHT RECOGNITION
SKILLED
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Skilled Reading- fluent
coordination of word reading and comprehension
processes
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Free pdf: Google Reading Made Easy
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http://www.rfbd.org/
Reading for the Blind and Dyslexia, DVD and Books on Tape made a huge difference in Kyle’s and my life.
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Example:
Phonological Awareness: Students learn to identify and manipulate the sounds in spoken words including skills such as oral segmenting and oral blending.
Letter Sounds: Students learn to say the most common sound for printed letters.
Sounding Out: Students learn to decode printed regular words
Word Recognition: Students learn to recognize common regular words by sight
www.freereading.org
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Time Management
Problem solving
Thinking
Studying Skills
Learning w/ others
http://www.studygs.net
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• High quality core reading instruction.
• High quality core is differentiated.
• Differentiation requires adjusting instruction based on student performance data.
• Students with performance indicating
risk for failure receive additional small
group instruction (Tier 2)
Response-to-Intervention Requires
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Assisting Students Struggling with Reading: RtI
U.S. Department of Education
Institute for Educational Science
What Works Clearing House
Free so:Order some
Print some
Share …….
ies.ed.gov/ncee/wwc/publications/practiceguides/
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Florida Center
Reading Research
disseminate nformation about research-based practices related to literacy instruction and assessment for children in pre-school through 12th grade.
http://www.fcrr.org/
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Federal website
Learn the Law!
Learn about Federal Funded
Research
Office of Special Education and Rehabilitative Services, Overview
Information; Training and Information for Parents of Children With
Disabilities--Parent Training and Information Centers
http://www.ed.gov/programs/pirc/index.html
Ed.gov/parents/needs/specied/edpicks.jhtml
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Website For:
• Parents• Teachers• Principals• Librarians• En espanol
-Colorín Colorado
http://www.readingrockets.org/
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IDA Website Dyslexia
• News• Literature• Articles• Research
http://www.interdys.org/
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“AHEAD envisions educational and societal environments that value disability and embody equality of opportunity.”
AHEAD is a professional membership organization for individuals involved in the development of policy and in the provision of quality services to meet the needs of persons with disabilities involved in all areas of higher education.
AHEAD Association on Higher Ed & Disabilities
www . ahead . org
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• The Crisis in Our Classrooms
Blaunstien, Lyon
• Armed with the Facts:
Shaywitz
• I Could Not Read Until I was 30
Diane Lyon
• A Parent’s Journey
Ankney
• A Parent’s Pressure Cooker
Garza
• Changing the Odds
Marion Joseph
and many more chapters….
Written by many who walked the walk!
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- “hard 2 spel dad” dramatizes the story of two young people, one diagnosed and one not, who struggle with learning differences
- the play reveals what it's like to be learning different and how great the challenges can be
- the play portrays the frustrations of struggling with an undiagnosed learning difference and the consequences that can result
Dallas Children’s Theater website: www.dct.org
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What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction
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Parents, educators, advocates, and attorneys come to Wrightslaw for accurate, reliable information about
special education law, education law, and advocacy for children with disabilities.
www.wrightslaw.com/
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Hear Me Out... I have a learning disability,But that is not who I am. Who I am on the inside is what matters. I am just like everyone else. I am a human with many thoughts and feelings. I am not dumb. I just can't read as fast as everyone else. There is nothing weird about us. I AM WHAT I AM. It matters not what you call me. I will keep on going. No learning disability is going to stop me from knowing what to do. Having a learning disability is not bad. It is not a crime. It's just that I learn differently than the others. But all that matters is that I am!
I Am by Written by 14-year-old J. Miller from New Willington, PA.
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This work can wear us out…
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http://www.youtube.com/watch?v=l_qGJ9svUbM
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Resources
dyslexia.yale.edu/About_ShaywitzBios.html
Free pdf: Google
A Parent's Guide to Helping Kids with Learning Difficultiespeterswife.org/LD/ParentsandReading.pdf
Free pdf
http://www.leavingjohnnybehind.com/
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Resources
talkingfingers.com/store/content/making-speech-visible
www.ReidLyon.comwww.deniseeide.com/
Susan Hall 90% reading goal
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Questions?
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Thank you for your attention!
For questions or to schedule a
presentation email Diane :
Reading 4 all@ tx .rr.com
or visit:
www . ReidLyon.com