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Dyslexia“ALearningDifference”

PriscillaLowery,M.A.T.

ChehalemReadingCenterForCreativeMinds,LLC

DyslexiaConsulting,Testing,CertifiedOrton-GillinghamReading

Therapy,&LIPsInstruction

DispellingTheThreeMostCommonMyths

•  Dyslexicsseethingsbackwards.

•  Dyslexicscan’treadatall.

•  Dyslexiaisrare.(10-15%)

InternationalDyslexiaAssociation’sDefinitionofDyslexia

Dyslexiaisaneurologically-based,oftenfamilial,disorderthatinterfereswiththe

acquisitionandprocessingoflanguage.Varyingdegreesofseverity,dyslexia

causesdifficultyinreceptiveandexpressivelanguage.Symptomscaninclude

difficultyinphonologicalprocessing,reading,writing,spelling,handwriting,and

sometimesarithmetic.Dyslexiaisnottheresultoflackofmotivation,sensory

impairment(suchaseyesightorhearing),inadequateinstructionalor

environmentalopportunities,orotherlimitingconditions.Butdyslexiamayoccur

togetherwithotherconditions.Althoughdyslexiaislifelong,individualswith

dyslexiafrequentlyrespondsuccessfullytotimelyandappropriate

interventions.

FourKeyPointsAboutDyslexiaDys=difficultyLexia=language

1.  Inherited

2.  BrainsAreDifferent

3.  LanguageProcessing:–  Auditory&VisualSequentialChallenges

4.  Directionality

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INHERITED

•  Genetic&stronglyrunsinfamilytrees.

•  50%chanceofinheritingitifoneparentisdyslexic.

•  Specificgeneshavebeenisolatedfor:–  Phonemicawareness

–  Rapidnaming

–  Visualmemoryforwords

•  Doesn’tskipgenerations:dominantfeature

Howdowelearntoread?

•  Newwordsàphoneticattack

– Ex.dysnemkinesia

•  Oncewehaveseenawordafewtimesit

becomespartofoursightwordmemory

•  Proficientreadersusesightwordrecognition

skillstoreadfluently

Language Pathways

From Shaywitz, Overcoming Dyslexia, p 78

Phoneticanalysis

SightWordrecognition

HowtheDyslexicBrainWorks

•  FMRI-Shaywitz– Useacompletelydifferentpartofthebrain– NeurologicalPlasticity:changesaftertherightremediation

www.dyslexia.yale.edu/

Typical Dyslexic

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AuditoryandVisualSequentialProcessing

•  Cannotprocessfastenoughtomakethelinkbetween

soundandsymbol.

–  Impairedphonemicawareness

–  Affectsphoneticdecodingskills.(dysphonesia)

•  Oftendyslexicshavedifficultyseeingallthelettersina

wordinthecorrectsequence.

–  Affectsvisualmemoryforwords(dyseidesia)

•  Severedyslexicshavebothoftheseproblems

(dysphoneidesia)

SpellingIssuesduetoSequencing

•  Laughmaylooklike:

–  Luagh lagh laug lahg

Howdoesthechildrememberwhatthiswordlookslikeifit

nevergetscementedinthevisualwordareaofthebrain?

-Resorttophoneticstrategyà”Laf”

(ifnotdysphonetic)

Thisiswhynon-phoneticwordsaresochallenging.

SequentialProcessingalsoaffects…

•  RapidAutomaticNaming

•  Directimpactonabilitytomemorizeverbal/written

information.

•  Roterandomfacts(wordretrievalproblems)

•  TemporalSequencingProblems

–  Daysoftheweek

– Monthsoftheyear

–  Thealphabet

Directionality

•  Latetoestablishadominanthand

•  Problemswithwritingonthecorrectsideoftheir

papers

•  g/j;b/d;p/q;m/nconfusion

•  Troublereadingatraditionalclock

•  Troublewithdirectionwords(nextto,totheright)

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WarningSigns:Preschool

•  Delayedspeech

•  Mixingupsounds&

syllablesinlongwords

•  Troublelearningnumbers

andalphabet

•  Can’tsaywordsthat

rhyme

•  Chronicearinfections

•  Difficultylearningtotieshoes

•  Lateestablishingadominant

hand

•  Acloserelativewithdyslexia

WarningSigns:ElementarySchool

•  TerribleSpelling•  Slow,choppy,inaccuratereading

–  Guessesbasedonshapeorcontext

–  Skipsormisreadsprepositions(at,

to,of)

–  Ignoressuffixes

–  Can’tsoundoutunknownwords

•  Oftencan’tremembersightwords(they,

were,does,of)

•  Whenspeaking,difficultyfindingthe

correctword

•  Dysgraphia(slow,non-automaticHWthatis

difficulttoread)

•  Extremedifficultylearningcursive

•  Difficultytellingtimeonclockw/hands

•  Letter/numberreversalscontinuingpasttheend

of1stgrade

•  Troublewithmath

–  Memorizingmultiplicationtables

–  Memorizingasequenceofsteps

–  Directionality

•  Extremelymessybedroom,desk,orbackpack

•  Dreadsgoingtoschool

PhonemicAwarenessis:

•  Abilitytohear&manipulatesoundswithina

one-syllablewordinyourhead

•  Essentialpre-readingskill

•  Phonicswon’twork

–  Ifyoudon’thavephonemicawareness

SevenEssentialP.A.Skills1.  Count&sayeachsound:“Tellmehowmanysoundsyouhearinthis

word.”

2.Addasound.“Takeflyandadd/t/toit.”

3.  Deleteasound.“Saymeetandtakethe/t/offofit.”

4.  Changeasound

-sayflashandtakeoff/fl/whatdoyouhave?

-saywishandadd/o/whatdoyouhave?

5.  Compareasound

6.  Blendsoundsintowords

7.  Createwordsthatrhyme.Cat/rat.

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Howimportant?

•  “PhonemicAwarenessismorehighlyrelated

tolearningtoreadthanintelligence,reading

readiness,andlisteningcomprehension.”

– KeithStanovichCanadaResearchChairofAppliedCognitiveScienceattheDepartmentof

HumanDevelopmentandAppliedPsychology,UniversityofToronto.His

researchareasarethepsychologyofreasoningandthepsychologyof

reading.

YouCanHearDyslexia

•  “Thechampstuckapinksockinthestink.”•  “Joandidneedtoplantherbungalow.”•  “Adaintyladyinavelvetcoke.”•  “Thehungryrunway.”•  “Kentswungthebatinthethickfrog.”

TypicalP.A.ErrorsinDyslexics

•  form-from

•  trail-trial

•  house-horse

•  lock-look

•  come-came

•  beach-bench

•  timed-timid

Shape Sequence

•  does-dose

•  who-how

•  lots-lost

•  on-no

•  was-saw

•  girl-gril

•  untied-united

Omit-Insert,SilentE,SightWords

•  Star-stair

•  Place-palace

•  Could-cold

•  Black-back

•  Ounce-once

•  Steam-stream

•  Bucket-basket

•  Her-here

•  Quite-quiet

•  Rid-ride

•  Where-were

•  Want-what

•  Though-thought-through

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•  needed-need•  shoulder-should•  every-very

•  b-d•  b-p•  m-w•  n-u•  g-j•  m-n

•  a-the•  to-on-at-in

•  horse-pony•  journey-trip

•  Abandon-ambition

SuffixesFunctionWords

WildGuess

SensibleSubstitutionsDirectionality

DyslexicSpellingPatterns

•  Leavingoutvowelsoundsinsyllables.

•  Insertingorputtingconsonantsinwrongplace.

•  Usingcorrectlettersinthewrongorder.

•  Spellingthesameword2differentways.

•  Silent-Econfusion.

•  Messingupthevowelsounds.

•  Highfrequencywordsspelledwrong.

•  Incorrectuseofsuffixes.

•  Troublewithsounds—/ch/for/tr/or/j/or/dr/;/t/for/d/;/u/for/y/

•  Poorletterformation&directionalityproblems–b/d/p/gw/m/n

WritingSample OneYearLater

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FormalEvaluationProcess

•  ParentInterview•  CTOPP-2(ComprehensiveTestofPhonologicalAwareness)•  GORT•  Auditorydiscriminationtest•  Sound-to-symboltest&Symbol-to-soundtest•  Long-termmemorytest•  ReadingofGradedWordLists•  ReadingofHighFrequencySightWords•  Readingofphoneticallyregularnonsensewords(decoding)•  Readingofgrade-levelpassageforfluencyandaccuracy•  WrittenExpression&WritingSampleReview•  Reviewofallprevioustestingandremediation

RemediationThatWorks

•  Multi-Sensory,Orton-Gillingham

–  Iftheyarereadyforit

– 85%arereadyforit

•  Lindamood-BellLiPS

–  IftheyarenotreadyforO-G

http://athome.readinghorizons.com/research/orton-gillingham.aspx

Dr.SamuelOrton&Dr.AnnaGillingham“Multi-SensoryLanguageInstruction”

WhatisMulti-SensoryInstruction?“Re-wiringinAction”

“Effectiveinstructionforstudentswithdyslexiaisexplicit,direct,

cumulative,intensive,andfocusedonthestructureoflanguage.

Multisensorylearninginvolvestheuseofvisual,auditory,and

kinesthetic-tactilepathwayssimultaneouslytoenhancememory

andlearningofwrittenlanguage.Linksareconsistentlymade

betweenthevisual(languagewesee),auditory(languagewehear),

andkinesthetic-tactile(languagesymbolswefeel)pathwaysin

learningtoreadandspell.”-----definitionfromtheInternational

AssociationofDyslexia

ViolinVideo

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Whatdoeslearningtoplayaviolin&teachingreadingtodyslexicshaveincommon?

v ComplexAuditoryProcessing

v Kinestheticmemory—storedinadifferentareaofthe

brain.

v Cue&Strengthenthevisualattention&memoryfor

symbols“PowerEyes”.Connectingthesenses.

v “ReadingIsRocketScience”LouisaMoatsarticle

Policypapers.webloc

UseYourSenses!

•  “People who think that all sensations reach us through the eye and the ear have expressed surprise that I should notice any difference, except possibly the absence of pavements, between walking in the city streets and in country roads. They forget that my whole body is alive to the conditions about me. The rumble and roar of the city smite the nerves of my face, and I feel the ceaseless tramp of an unseen multitude, and the dissonant tumult frets my spirit. The grinding of heavy wagons on hard pavements and the monotonous clangour of machinery are all the more torturing to the nerves if one’s attention is not diverted by the panorama that is always present in the noisy streets to people who can see.

•  --HelenKeller,TheStoryofMyLife

TheSenses2,500receptorspercm2justonthefingertips!

•  LIPs-fixarticulatorymemoryifneeded•  Feel&hearsightwords•  Touch&Say&SlowlyBlend•  Fingerspelling•  Tap&Saythesyllables---Say&Write–Say&Write•  Associateruleswithpictures&uselogic•  “Wow!Thisreallyworks!”KatieMae—oneofmyseverelydyslexicstudents

OGMethodology

•  Language-Based

•  Multi-sensory

•  Structured,Sequential,Cumulative

•  Cognitive

•  Flexible

•  EmotionallySound

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TheRightProgramOrton-GillinghamSystems

Slingerland

AlphabeticPhonics

ProjectRead

Wilson

Language!

Blosser

BartonReading&SpellingSystem

Programsthatarenoteffectiveinremediatingdyslexia

•  HookedonPhonics

•  ReadingRecovery

•  ReadNaturally

•  AcceleratedReader

•  BrainGymorotherexercises

•  FastForward

•  Sylvan,Score,orKumancenters

•  RonDavis—GiftofDyslexia

•  Specialdietsormedicine

ForOGToWork:

•  Therightprogram

•  Therightteacherortutor

•  Therightsetting

•  Attherightintensitylevel

•  Fortherightlengthoftime

TheRightTeacher

•  IdeallyCertified

•  Patient

•  Skilledinpacing

•  Abletobuildrelationship—”Yes,and..”

•  100%success,100%ofthetime

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TheRightSetting

•  Quiet

•  DistractionFree

•  Welcoming&Safe

TheIntensity&LengthofTime

•  Sequential

•  Weavingoldwiththenew--constantly

•  Pacing—knowingwhentomoveon

•  Listening---knowingwhentopushthe

student

PS/KMVideos

•  P.S.Level2drillsafterLIPs

•  ++++++++++++++++++++++++++++++++

•  K.M.Age10—pre-primer-Nov.-2013;severe-profound

•  Age11-dictationlevel3video(10-21-14)

•  Age12-endoflevel4video(11-17-15)

•  Age13-endoflevel6video(10-27-16)

WritingSamples-8monthgap

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WhatParentsneedtodo:

•  UseonlyoneOGreadinginterventionprogram.

•  Increasethefrequencyoftutoringinthesummer.

•  Askforclassroomaccommodations.(504planisideal)

•  Avoidhandwritingbyusingtechnology.

•  Readtoyourchildnightly.

•  Find&developtheirstrengths&talents.

ADifferentBrain-AGreatBrain!

•  DyslexiaisindependentofIQ

•  Rightsideofbrainapproximately10%larger.

– “picture/3-Dthinkers”

•  “Outofthebox”thinkers

Careers

•  Architecture

•  Interiordesign

•  Psychology

•  Teaching

•  Marketing,sales

•  Politics

•  Culinaryarts

•  Carpentry

•  Performingarts

•  Athletics

•  Music

•  Sci.research

•  Engineering

•  Computers

•  Electronics

•  Mechanics

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FamousDyslexics

•  ArtistsWaltDisney,Rodin,CharlesShultz,AnselAdams

•  MusiciansHarryBelafonte,Cher,JohnLennon

•  EntrepreneursCharlesSchwab,CraigMcCaw,BellHewlett,JohnChambers

•  PoliticiansChurchill,Rockefeller,KingofSweden,WoodrowWilson,Bush

•  WritersAgathaChristie,HansChristianAnderson,JohnIrving,PatriciaPolacco

•  ScientistsEdison,JackHorner,PeteConrad,Einstein

Resources

Children’son-linebookbyRoseKuntz,Mommy,Whyisitsohardformetolearntoread?http://www.epubbud.com/read.php?g=R7FR45BV&p=1OvercomingDyslexiabyDr.SallyShaywitzBasicFactsAboutDylexia&OtherReadingProblemsbyLouisaCookMoats&KarenE.DakinEssentialsofDyslexiaAssessment&InterventionbyNancyMather&BarbaraWendlingWhyKidsCan’tReadbyBlounstein&ReidLyonTheDyslexicAdvantagebyEide&Eide,M.D.TheDyslexicEmpowermentPlanbyBenFoss“ReadingIsRocketScience”LouisaMoatsarticleTheArkansasAct:(1of27statesthathavescreeninglaws)http://www.thedyslexiaproject.com/#!arkansas-act-1294-outlined/c17ouOregon’sGroupthatisworkingonascreeninglaw:(pleasejoin)http://www.decodingdyslexiaor.org/TedTalkwithdyslexic,PiperOtterbein:”FindingPassion”.https://www.youtube.com/watch?v=ugFIHHom1NU