Take a Whirlwind Tour of Hot Topics in Dyslexia & Literacy PART 1 (IDA Conf 2015)

Carolyn D. Cowen Nancy Cushen White IDA Oct 30, 2015

HOT TOPICS In Dyslexia & Literacy

#DyslexiaCon Cowen/Cushen White

Take a Whirlwind Tour of PART I.

IDA Oct 30!!

Carolyn D. Cowen and Nancy

Cushen-White have no relevant financial/non-financial rela:onships to disclose.

Cowen/Cushen White

DYSLEX

IAS

UPSIDE

DSM5 & DYSLEXIA

DYSLEX

IA

DEBATE

TEACHER PREPARATION

LEGISLATION

TOUR GUIDES

Cowen/Cushen White

Join our whirlwind tour of HOT TOPICS in dyslexia &

literacy

C

WHIRLWIND TOUR!

LEGISLATION

DYSLEXIAS UPSIDE

TEACHER PREPARATION

DYSLEXIA

DEBATE

DSM-5 &

DYSLEXIA

Cowen/Cushen White C

Some@mes its easy

to feel lost in the

dyslexia/literacy

landscape


10:30-12:30

Hot Topics: Dyslexia & Literacy

1. Dyslexias Upside

2. DSM-5 & Dyslexia

3. The Dyslexia Debate

4. Teacher Preparation

5. Legislation

3 LENSES

Examiner

Parent

Educato

r

Cowen/Cushen White

2

Activities

C

MAP OF WHIRLWIND TOUR

1. Dyslexias Upside 2. DSM-5 & Dyslexia 3. The Dyslexia Debate 4. Teacher Preparation 5. Legislation

5 HOT TOPICS


1. Does dyslexia have upsides? 2. Should DSM-5 have included dyslexia? 3. Is the dyslexia construct valid? 4. Are teachers prepared to teach students with dyslexia? 5. Will dyslexia legisla@on make a difference?

PONDER

Cowen/Cushen White N


{ Dyslexia

{ Dyslexia

Literacy 5 HOT TOPICS


Literacy Dyslexia

Concerns about dyslexia & literacy go hand in hand


DYSLEXIA IN THE NEWS

Cowen/Cushen White

SOCIAL MEDIA

DYSLEXIAS UPSIDE

DSM-5 &

DYSLEXIA

DYSLEXIA

DEBATE TEACHER

PREPARATION LEGISLATION

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SHOW OF HANDS How familiar are you with these issues?



5 HOT TOPICS How familiar are you with these issues?


Explore complex topics shaping the dyslexia-literacy landscape Get perspectives on this dynamic terrain Inspire you to follow paths to deeper exploration

AIMS


We hope you feel less like this

Im lost !!


Oriented and ready to find and follow paths to deeper explora@on

more like this


THE CHALLENGE


THE CHALLENGE

NAEP: 35% 4th graders reading below basic


THE CHALLENGE

IDA: Dyslexia affects 10 -20%



These students might be OK

if we define OK as reading above NAEPs basic level & as not struggling with dyslexia.




These students struggle


GOOD NEWS!

Research demonstrates that most reading difficulties can be resolved or diminished when reading is taught by a highly knowledgeable and skilled teacher.


SOME OF WHAT TEACHERS MUST KNOW

STRUCTURE OF LANGUAGE! RESEARCH SHOWS: Teachers need explicit, in-depth instruction to under-stand language structure & to teach students especially struggling students effectively.


NOT SO GOOD NEWS!

Many parents unable to ensure that their children receive the scientifically based instruction they need.




THE CHALLENGE: We are NOT mee@ng their needs


Every individual matters.

Every individual has a role to play.

Every individual makes a difference.

Jane Goodall


We hope this session will help you feel less like this


And more like this


empowered to play a role

and make a difference

Cowen/Cushen White

FOR ALL OUR STUDENTS

C

FOR ALL OUR STUDENTS


3 PARTS

Aims & Challenge

Wrap Up

Examiner Lens (5 Hot topics) w/ ac:vity at end of 1st Hot Topic

Cowen/Cushen White

Lens Preview

Call to Ac@on

Q&A

Ground Rules & Handout

Author Tips

C

Parent & Educator Lenses w/ ac:vity

BEGINNING 15 minutes

MIDDLE 95 minutes

END 15 minutes

Cowen/Cushen White

GROUND RULES

12 10

11

Keep track of your questions as we go

Q&A

Were planning a 5 to 10- minute Q&A at the end

C


BAIL-OUT PLAN

5 HOT TOPICS 1. Dyslexias Upside 2. DSM-5 & Dyslexia 3. The Dyslexia Debate 4. Teacher Preparation 5. Legislation

If @me gets @ght, well cut short

Handout 6 pages


TO GET TODAYS SLIDES

Slideshare.net/carolyndcowen


URLs on p. 1 Slides for this presentation

TO GET TODAYS SLIDES

C Cowen/Cushen White

SHOW OF HANDS

Cowen/Cushen White

On social media? #

Dyslexia

Con

@cdcowen

C

3 PARTS

Aims & Challenge

Wrap Up


Cowen/Cushen White

Lens Preview

Call to Ac@on

Q&A


Author Tips

C



MIDDLE 95 minutes

END 15 minutes

Some@mes you need to look at things from a different perspec@ve.


Well use different lenses to get various perspectives on our 5 HOT TOPICS


for various perspectives on our 5 hot topics

Examiner Repor@ng

Parent Stages

Educator Stages

3 LENSES


5 HOT TOPICS 1ST LENS

Cowen/Cushen White

Published since 2010 30K Subscribers

N

Through IDA Examiner lens

Carolyn D. Cowen

Examiner Editor,

since 2014

Nancy Cushen White

Editor & Social Media Strategist, since 2012

Cowen/Cushen White

IDA EXAMINER

N

INTERNATIONAL DYSLEXIA ASSOCIATION

Promotes effective teaching & interventions for students w/ dyslexia Promotes research Disseminates research-based knowledge

Cowen/Cushen White

IDA EXAMINER

N

SHOW OF HANDS How many of you are IDA members?


Drawing from our experiences as Editors

Not necessarily views of IDA!

Professionals in the field for decades


DISCLAIMER!

URLs on p. 1 Slides for this presentation To get the Examiner To get to archives & Examiner back issues mentioned

EXAMINER SUBSCRIPTION & ARCHIVES

N Cowen/Cushen White

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Tips for Aspiring Examiner Authors IDA EXAMINER

HANDOUT available up front after session

Feature Writers Contributing & Copy Editors Legislation/Policy Reporter Editor to help people with dyslexia tell their stories

Cowen/Cushen White

Interested in Wri@ng for the Examiner?

1. Dyslexias Upside 2. DSM-5 & Dyslexia

3. The Dyslexia Debate 4. Teacher Preparation 5. Legislation

5 HOT TOPICS

Cowen/Cushen White

CONTENT

N


Examiner Repor@ng

Parent Stages

Educator Stages

3 LENSES


SHOW OF HANDS Parents? Educators? Both? Other?


Amplify/Focus Educator & Parent Lenses

MULTIPLE LENSES (PERSPECTIVES)

WHY?

C

Usually LARGEST constituencies at IDA Most direct CONTACT/INFLUENCE with kids Can INFORM other lenses/perspectives

Cowen/Cushen White

Get a little meta


LENSES 2 & 3 Where are you on your path as a parent or educator what your next steps might be?


The more we understand the dynamic forces at work on the dyslexia-literacy landscape AND where we are on our paths as educators and parents

the better prepared we are to help shape that landscape on behalf of children with dyslexia and others at-risk for reading difficulties

PREMISE C Cowen/Cushen White

12 11 10

Should be 10:46


3 PARTS

Aims & Challenge

Wrap Up


Cowen/Cushen White

Lens Preview

Call to Ac@on

Q&A


Author Tips

C



MIDDLE 95 minutes

END 15 minutes

Cowen/Cushen White

Sept. 201

PARENT STAGES

C

Coping with dyslexia can be a challenging journey for both parent and child.


Cowen/Cushen White

But the road ahead can be easier to navigate when you anticipate some of your own milestones in the journey

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Lets take a look at some of the that may be on a parents journey.


Its been said that parents of children with dyslexia often travel through stages similar

to grief stages

MILESTONES/STAGES


Swiss psychiatrist Elisabeth KblerRoss proposed the Stages of Grief Model in her 1969 book, On Death and Dying


Kbler-Ross

Stages of Grief

Depression

Bargain

ing

Acceptance


Kbler-Ross

Stages of Grief

Depression

Bargain

ing

Acceptance

STAGES OF GRIEF HYPOTHESIS:

A series of five emotional stages are experienced upon the death of a

loved one


Of course, reality is messier than constructs


Kbler-Ross

Stages of Grief

Depression

Bargain

ing

Acceptance

REALITY IS MESSIER: These arent ALL the possible emotions, they can occur in any order (even recycle), not

universal


Still, such frameworks can offer perspective in situations where people transition through stages


Coming to terms with dyslexia can be an emotional journey for a parent one that can include an initial sense of loss


For example, when our children are born, we tend to imagine scenes more like this Above Average Its called the Lake Wobegone Effect


(All the women are strong, all the men are good looking, and all the children are )

school

NOT scenes like this! Embracing a different scenario can be challenging


Stages of parenting a child with dyslexia might look something like this


Search for

answers

Diagnosis

Relief

@school

My Child has Dyslexia!

Crisis

STAGE I: Worries/doubts alternate with denial; crisis brings things to a head and triggers search for answers; diagnosis

brings relief but often anger, especially at the school

Stages of parenting a child with dyslexia might look something like this ...

Worries/Doubts

I.


Diagnosis

Relief

@school

Fight

for my kid!

Learn rights/responsibilities

Nurture

my kids strengths


Crisis

Learn to advocate

STAGE II: Learn to fight for child/refine advocacy skills; learn rights/responsibilities and how to nurture

childs strengths; find supportive community

Search for

answers

Find community

& suppor

t

Worries/Doubts


I.

II.


Diagnosis

Relief

@school

Fight

for kids like mine


Crisis

Learn to advocate

STAGE III: Fight for ALL kids with dyslexia; learn more about dyslexia and related issues (sometimes becoming

an advocate or OG teacher); forge strategic alliances

Learn more

about dyslexia

& related issues

Forge strategic alliances/partnerships

III. II.

Search for

answers

Fight

for my kid!


Nurture

my kids strengths

Find

community

& support

Worries/Doubts


I.


Diagnosis

Relief

@school

Fight

for kids like mine

Find

community

& support

Learn more

about dyslexia

& related issues

Learn about EBP, Implementation

Science, ed-policy, legislation, etc.

(sustainable change)

Improve system for ALL kids

My Child

has Dyslexia!

Crisis

Learn to advocate

Forge strategic alliances/partnerships

STAGE IV: Go deeperlearn about things like evidence-based practices (EBP) and Implementation Science; work to improve the education system for ALL vulnerable children

IV.

Search for

answers

Fight

for my kid!


Nurture

my kids strengths

I. Worries/Doubts


II. III.


REMEMBER

Other than Stage I, we might find a healthy way of being at any stage

Depending on whats going on with our kids, we might revisit some stages

This isnt universal, sequential, or hierarchical

Parenting Kids With Dyslexia


SOMETIMES, AS WE EVOLVE THROUGH STAGES, WE HIT A BRICK WALL WITH A SCHOOL


Sometimes, despite skilled advocacy and great effort to partner with a school, it fails to progress and to develop the knowledge, practices, and services

needed to meet the needs of students with dyslexia . !


AS ONE PARENT SAYS

Hitting the school brick wallone of the most difficult phases of parenting a child with dyslexiacan happen at any point in our own evolution

This can spiral us into a whole new circuit thats more external than grieving the loss of preconceived ideas about our children.


Support, insights, strategies from parents who have been

through this can help

!


As you work to help your child, sometimes its helpful to Get out of the weeds View the big picture Understand some of your own milestones in the journey ahead

THE POINT

Find others on the same path a few steps ahead


Of course, getting the right kind

of help for your child

Can change the picture dramatically!


Of course, getting the right kind

of help for your child

Can change the picture dramatically!

Visit eida.org

to learn more about what teachers need to know to help parents change the picture.


I.

II. III.

IV.

What stage(s) are you in now? What stage do you want to be in?


II. III.

Have you found yourself here? If so, at what stage(s)?


I. IV.

To dive more deeply into the parents journey

Saturday, 8:00-9:00

DEEPER EXPLORATION



Examiner Repor@ng

Parent Stages

Educator Stages

3 LENSES


PROFESSIONAL GROWTH

EDUCATOR STAGES

RATE & PROGRESSION often depend on when in our preparation or career we begin mastering evidence-based practices


NATIONAL'READING'PANEL'[NRP]2000''Specific'Instruc=onal'Components''

Essen=al'for'Effec=ve'Reading'Instruc=on'''Phonemic)Awareness ))! Phoneme)Blending)! Phoneme)Segmenta5on ) ))! Phoneme)Manipula5on)

Explicit)Phonics) ))! Encoding;Spelling) )))! Decoding;Word)Iden5fica5on)))! Syllables)

Fluency))! Accuracy))(Word)Iden5fica5on)! Automatcity)(APPROPRIATE)ratemay)depend)on)readingg)purpose))! Prosody)(meaningful)phrases) ))))Vocabulary*)Comprehension) 1

*Orthographic)Awareness)*Morphological)Awareness'

NATIONAL READING PANEL (NRP) 2000 Essen@al Components for Effec@ve Reading Instruc@on


eida.org GOOD PLACE TO START

to learn what teachers need to know to prevent or diminish reading difficulties

1

2 3


Inquiries into teacher preparation in reading have revealed a

pervasive absence of substantive content and academic rigor in

many courses that lead to certification of teachers and

specialists.

TEACHER PREPARATION IN READING


Analyses of teacher licensing tests show that typically, very few are aligned with current research

on effective instruction for students at risk.

TEACHER PREPARATION IN READING


~ Moats, IDA Knowledge and Practice Standards

NOT about teacher bashing!

Not helpful

N Cowen/Cushen White

This is about teacher

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prepara:on!

Not fair

Cowen/Cushen White

My story is not unusual . I was one of those teachers equipped to teach only those children who would learn in spite of me.


I cared!

And, I lucked out Beth Slingerland demo


When in your career were you prepared/trained to ?

Teach students w/ dyslexia?

Recognize early signs of risk?

Prevent/diminish reading problems?

Undergrad.

Grad.

School

Pre-

service

Cont.

Ed.

In-service

Special/

Intensive

Training

Mentoring


Were you adequately prepared at the start of your career or later to Recognize early signs of risk? Prevent/diminish reading problems? Teach students w/ dyslexia?


LENSES 2 & 3 Where are you on your path as a parent or educator what might your next steps be?


Deep meta dive


Questions for Activity I. are on p. 3 of your handout

HANDOUT: ACTIVITY 1


WHAT STAGE ARE YOU IN As a parent? As an educator?


1 Minute WHAT STAGE(S) ARE YOU IN?

PARENTS What stage(s) are you

in now? What stage do you

want to be in? EDUCATORS Were you prepared at the start of your career to Recognize signs of risk? Diminish reading problems? Teach students w/ dyslexia?

I

II III

IV


NOT A PARENT OR EDUCATOR? Where are you on your own path, especially as it relates to dyslexia and reading difficulties, and what are your next steps?


1 Minute WHAT STAGE(S) ARE YOU IN?

PARENTS What stage(s) are you

in now? What stage do you

want to be in? EDUCATORS Were you prepared at the start of your career to Recognize signs of risk? Diminish reading problems? Teach students w/ dyslexia?

I

II III

IV


3 Minutes


AIM OF LENS ACTIVITES

Tune up/sharpen your own focus as we cover our HOT TOPIC content


Empowered to play a role and make a difference as parents and educators


The more we understand the dynamic forces at work on the dyslexia/literacy landscape AND where we are on our paths as educators and parents

the better prepared we are to help shape that landscape on behalf of children with dyslexia and those at-risk for reading difficulties

PREMISE C Cowen/Cushen White

3 PARTS

Aims & Challenge

Wrap Up


Cowen/Cushen White

Lens Preview

Call to Ac@on

Q&A


Author Tips

C



MIDDLE 95 minutes

END 15 minutes

12 11 10

Should be 11:07


LEGISLATION

DYSLEXIAS UPSIDE

TEACHER PREPARATION

DYSLEXIA

DEBATE

DSM5 &

DYSLEXIA


Main Attraction: Hot Topics WHIRLWIND TOUR!


Examiner Repor@ng

Parent Stages

Educator Stages

3 LENSES

Cowen/Cushen White

C



5 HOT TOPICS

Cowen/Cushen White

CONTENT

C

1. Does dyslexia have upsides?

PONDER


Does Dyslexia have an upside?

Oct 2014 Mar 2012 Jan 2014


Sparked by media attention

Reviews the science & offers Cerebro- diversity framework to understand upsides & deficits

Upside of dyslexia? Science scant, but intriguing

Mar 2012

HEADLINES


SHOW OF HANDS How many have heard/read?


Small neural differences leading to cognitive strengths/weakness that differ from person to person

Humanitys collective neural heterogeneity

Adaptive advantage, enabling the human species to capitalize on individuals strengths

Cerebro diversity Dr. Gordon Sherman


CEREBRODIVERSITY Diverse thinkers contribute to society, sometimes immeasurably

A single leaf working alone

provides no shade. ~ Chuck Page

Its in our collective interest to help them do so


Reviewed various perspectives/ hypotheses

Dyslexia & Visuospatial Processing Strengths: New Research Sheds Light

Reported new Haskins research

Conducted Q&A w/ Dr. Pugh

Jan 2014 HEADLINES

Dr. Ken Pugh


SHOW OF HANDS Heard Dr. Pugh speak?


Behaviorally, subjects with dyslexia showed a visuospatial advantage

FMRI activation patterns suggest neural tradeoff Impossible Figures

HEADLINES


The advantage in Impossible Figures appears reliable nonetheless a small difference in speed.

Not a major difference ... Thus, we dont want to overstate the impact of this speed advantage in real world contexts.

Dr. Ken Pugh

CAUTIONS


This study does not tell us why dyslexic brain processes Impossible Figures more efficiently

Cannot rule out this advantage is a consequence of less reading experience compared to controls ... Do not know if cause or consequence

Dr. Ken Pugh

CAUTIONS


Why Study Dynamic Visual-Spatial Thinking in Dyslexia?

Dr. Jeff Gilger Conducted Q&A w/ Dr. Gilger Reviewed various perspectives, hypotheses, debate

Reviewed 3 new UC Merced studies

Oct 2014

HEADLINES


SHOW OF HANDS How many attended W6?


The Twice Exceptional Dyslexic: Research & Practice Symposium

STUDY #1: Gifted adults w/ dyslexia performed similarly to gifted normal readers on behavioral tasks but used different neural processes to solve spatial problems

Giqed adults w/ dyslexia

Giqed normal readers

Similar performance; Different neural

processes

HEADLINES


STUDY #2: Adults w/ dyslexia process complex, dynamic spatial information differently than those without dyslexia

Adults w/ dyslexia

Normal readers

Different neural processes for solving dynamic 3-D spa@al

problems

HEADLINES


STUDY #3: Adults w/ dyslexia and who are gifted resemble adults w/ dyslexia who are NOT gifted in behavioral tests & activation patterns

Dyslexia Giqed

Control group

Giqed No dyslexia

Reading compensa@on changes how adult brains process text & spa@al

info?

Dyslexia only

HEADLINES


C

HEADLINE RECAP Giqed adults w/ & w/o dyslexia who perform similarly, use different neural processes to solve spa:al problems Adults w/ & w/o dyslexia use different neural processes to solve dynamic 3-D spa@al problems Adults w/ dyslexia who are giqed & those who are not perform similarly and have similar ac@va@on paserns

Cowen/Cushen White

Sample small, although involved four groups of carefully selected & matched subjects.

First such study interpretations and extensions must be made cautiously.

Dr. Jeff Gilger

CAUTIONS


Theres a drive to consider people w/ dyslexia as one homogeneous group. They are not! Each has unique strengths/weaknesses.

Important to look at individual and not to make assumptions about what someone can/cant do based on summaries of research.

Dr. Jeff Gilger

CAUTIONS


Does Dyslexia have an upside?

Oct 2014 Mar 2012 Jan 2014


Be cautious about over interpreting upside results

BUT keep an open mind about dyslexias unanswered questions & complexities & possibilities

TAKE-AWAYS


TAKE-AWAYS


CEREBRODIVERSITY Cognitive differences strengths & weaknesses are byproducts of a complex & dynamic mechanism that enabled humans to survive and adapt for over 200K years

Whether an ability rises level of a gift or talent is less important than the fact that every child has strengths/affinities that should be nurtured and cultivated

MY THOUGHTS

WHY?????


Whether an ability rises level of a gift or talent is less important than the fact that every child has strengths/affinities that should be nurtured and cultivated

MY THOUGHTS

Strengths/affinities relate to self esteem, fun motivation, career paths

Cultivating strengths/affinities is as important as ensuring appropriate instruction and intervention

So hard to remember when fighting for foundational skills and effective teaching


1. Disability Paradigm incomplete; myriad examples of upsides/

high talent 2. Still not enough

research; only illusory correlation

Illiteracy so damaging,

teaching reading must

be THE priority

4. Technology making print literacy less vital

5. Literacy will remain gateway for participation in society

6. High profile success stories offer lifelines of hope for those struggling

7. Upside stories can disappoint; for every celebrity success story, thousands struggle

4 5

3

2 7

6

1

DYSLEXIA

1 2

3

4 5

6

7

UPSIDE DEBATE HEPTAGRAM


What is the right balance between interven@on and nurturing strengths?

When is it appropriate to shiq the emphasis from skill-development to assis@ve technology?

NOT ESOTERIC DEBATE!


What is the right balance between interven@on and nurturing strengths?

When is it appropriate to shiq the emphasis from skill-development to assis@ve technology? If a dyslexia-talent rela@onship exists, can it point to more effec@ve interven@ons?

NOT ESOTERIC DEBATE!

Cowen/Cushen White

What is the role of strengths-based curricula?

C

CIRCLE/JOT DOWN Which points of view resonate

most strongly for you?

Cowen/Cushen White

1 Minute

C

HANDOUT: ACTIVITY II

Heptagram details for Activity II. are on p. 4 of handout


Which points of view resonate most strongly for you?

Cowen/Cushen White

1 Minute

C

CIRCLE/JOT DOWN

1. Disability Paradigm incomplete; myriad examples of upsides/

high talent 2. Still not enough

research; only illusory correlation

Illiteracy so damaging,

teaching reading must

be THE priority

4. Technology making print literacy less vital

5. Literacy will remain gateway for participation in society

6. High profile success stories offer lifelines of hope for those struggling

7. Upside stories can disappoint; for every celebrity success story, thousands struggle

4 5

3

2 7

6

1

DYSLEXIA

1 2

3

4 5

6

7

Cowen/Cushen White

UPSIDE DEBATE HEPTAGRAM

C

3 Minutes


Cowen/Cushen White

Does dyslexia have upsides?

C

Cowen/Cushen White

Does dyslexia have upsides? How YOU answer this ques@on might be more important than what we say but our answer is, upsides (like downsides) depend to a great extent on environmental demands and how they align (or dont) with individual abili:es.

C

12 11 10

Cowen/Cushen White

Should be 11:26

C



5 HOT TOPICS


SEE PART II FOR THE REST

OF THE SLIDES FOR THIS PRESENTATION

Take a Whirlwind Tour of Hot Topics in Dyslexia & Literacy PART 1 (IDA Conf 2015)

Education

Transcript of Take a Whirlwind Tour of Hot Topics in Dyslexia & Literacy PART 1 (IDA Conf 2015)