Grades 6-12 Characteristics and Supports

August 2018

Kim StuckeyDirector Dyslexia Specialist

What we’ll cover today..

Common characteristics of dyslexia Consider possible supports and

accommodations

Difficulty with language processing and manipulation in all its forms Oral Auditory Reading Written Expression

Dys = difficulty Lexia = language

• neurobiological in origin

• characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities

• difficulties typically result from a deficit in the phonological component of language

• difficulties often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction

• secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

IDA/NICHD, 2002

Definition

Source: http://quantum-mind.co.uk/dehaene-on-reading-in-the-brain

• Slow, choppy reading, laborious decoding avoids or refuses must reread for understanding

• Word finding difficulty “distinct vs extinct” pauses when speaking uses blanket generic terms like things and stuff

Characteristics

• Interpreting proverbs, puns or idioms• Summarizing, paraphrasing, inferences,

main ideas vs. details• Poor memory names, dates, facts, sequences difficulty completing tests on time

• Copying• Grammar punctuation and spelling Writing doesn’t reflect oral expression or

effort• Spatial Concepts directionality sequencing driving

• Declining motivation, stamina and persistence

• Exhibits clowning, frustration, distracts others, reluctance

• Hopelessness• Masking behaviors; charming, quiet, funny

Social-Emotional Concerns

Understood.org

• Problem-Solving• Sees the “big picture”• “Out-of-the-box” Thinker• Strong verbal, people skills• Creative, artistic, musical, athletic• Visual-Spatial strengths• Often gifted in math, technical skills, mechanical

or computing

Possible Strengths

Dyslexia and all its inherent characteristics exist on a spectrum.

No two students will look exactly alike.

One in Five

12

Supports and Accommodations

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13

General Environment

Technology Social

Click to enter Content Extended time Repeated review Teacher provided notes, allow recording Reduce copying/notetaking Models, Scaffolding, Chunking Graphic organizers, Test format No penalty for spelling errors Dictated or typewritten homework

General

Click to enter Content• Routine• Alternate setting for tests• Structured time for organizing and

transitioning• Peer support

Environment

Click to enter Content• Match tool to student need• Insure training for student, teacher and

parent• Digital resources• Audio supports

Technology

Click to enter Content• Dictation Available on most devices

• Word prediction CO Writer Universal

• Text-to-Speech read&write NaturalReader

Click to enter Content• Note-taking support NOTABILITY

• Leveled text https://newsela.com https://commonlit.org https://readworks.org http://donjohnston.com/

Click to enter Content Gauge frustration Provide opportunities to demonstrate mastery Positive feedback Acknowledge effort and process as well as

outcome Focus on student strengths

Social Emotional

Click to enter Content• Math• Science/Social Studies• PE• Arts• Other

Content Considerations

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Click to enter ContentWe welcome your feedback

https://www.surveymonkey.com/r/OCCREvaluation

Click to enter Content• Bowers, Peter, How the Written Word Works, 2010• Henry, Marcia, Unlocking Literacy, 2nd Ed., 2010• Moats, Louisa Cook, Speech to Print, 2nd Ed., 2010• Kilpatrick, David, Equipped for Reading Success, 2016• Kilpatrick, David, Essentials of Assessing, Preventing

and Overcoming Reading Difficulties, 2015• Selznick, Richard, Dyslexia Screening, 2015

Resources

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Kim Stuckeykim.stuckey@dese.mo.gov

573-751-2584Edmodo Group Code: fsj36g

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