Dyslexia Institute of Indiana Awareness Stimulation Easterseals Crossroads

Dyslexia Institute of Indiana Awareness Stimulation Easterseals Crossroads

Dyslexia Institute of Indiana Awareness Stimulation Easterseals Crossroads June 15, 2018 Presented by: Lynn Leonard Director of Programs

DIIs Mission Believing that all people are entitled to fulfill their potential, the Dyslexia Institute of Indiana exists to serve children, adolescents and adults with specific language disabilities. Lynn Leonard 317.222.6635 www.diin.org What is Dyslexia?

A language based learning difference that typically impacts reading, writing, and spelling 15 20% of the population have symptoms of dyslexia

Classroom of 30 may have 6 students with dyslexia People with dyslexia have average to well above average IQs

People with dyslexia typically are gifted in 1 or more areas Lynn Leonard 317.222.6635 www.diin.org What is Dyslexia? (cont.) People with dyslexia do not

have a primary diagnosis of emotional difficulties HOWEVER. Due to the frustration and discouragement that often develops during the school

years, those with dyslexia often develop a low selfesteem Lynn Leonard 317.222.6635 www.diin.org Common Myths Regarding Dyslexia

People with dyslexia have a vision problem that causes them to see backwards Dyslexia only affects boys Sally Shaywitzs study shows that an equal number of boys and girls are affected, more boys are more often referred

Lynn Leonard 317.222.6635 www.diin.org Reality People with dyslexia confuse letters that are visually

similar i.e. b, d, g, p, q People with dyslexia see letters as others do, but process differently Lynn Leonard 317.222.6635 www.diin.org International Dyslexia Associations Definition

Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is 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 Lynn Leonard 317.222.6635 www.diin.org Dys lexia Difficulty with Language Reading Spelling

Decoding Comprehension Expressive Language Speaking Lynn Leonard 317.222.6635 www.diin.org

Writing Formation of letters Written expression Receptive Language

Listening The Process of Learning Step 1 Step 2 Step 3

Step 4 Step 5 Five senses act as receptors to the outside world we sense and attend Input to brain for processing visual, auditory, tactile Perception the brains awareness of the sensation Concept language is applied

Storage in memory Lynn Leonard 317.222.6635 www.diin.org Visual Pathway Lynn Leonard 317.222.6635 www.diin.org Auditory Pathway

Lynn Leonard 317.222.6635 www.diin.org Kinesthetic Pathway Lynn Leonard 317.222.6635 www.diin.org Dyslexia is Not Dyslexia is not:

1. A cognitive disability a. Determined by psychological test administered individually by a certified clinical and educational psychologist or neurologist 2. A physical disability b. Uncorrected visual impairment c. Uncorrected hearing impairment

d. Debilitating illness 3. Due to socio-cultural deprivation e. Lack of opportunity 1. Children of migrant workers 2. Children from impoverished areas f. Children speaking primarily another language at home until school entrance

4. Primary emotional disturbance (As opposed to secondary emotional problems resulting from school failure) Lynn Leonard 317.222.6635 www.diin.org Language Learning Difficulties for Those with Dyslexia 1. Difficulty getting information to long-term memory. Example: Student knows the word the instantly today, but

doesnt recognize it tomorrow. 2. Difficulty retrieving information from memory. Example: Student is asked to give the sound that y makes but the student cant retrieve the previously taught information. Student recognizes that he knows the information but needs prompting to recall it (such as a

keyword). 3. Difficulty sequencing information. Example: Student reads the word saw as was, going from right to left instead of left to right, or student cant remember the correct

sequence of words in a dictated sentence when writing. Lynn Leonard 317.222.6635 www.diin.org Language Learning Difficulties for Those with Dyslexia (cont.) 4. Difficulty remembering and understanding abstract concepts. Example: Student is unable to understand the meaning of a verb, noun, etc., or student cant grasp the idea of past, present or future tense verbs.

5. Difficulty recognizing patterns and generalizations Example: Student reads a series of one syllable words all with short u and cant recognize that all of the words have short u in them without being prompted. 6. Difficulty integrating information. Example: Student knows the meaning of the word truth and the suffix -ful, but cant generate a definition for the word truthful. 7. Difficulty transferring information from memory to various activities. Example: Student is able to spell a list of words using the ck spelling rule

during a lesson as well as explain the spelling rule, but while in school, misspells words that also follow the pattern. Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org

Early Warning Signs of Dyslexia Preschool Late talking, compared to other children Pronunciation problems Slow vocabulary growth, often unable to find the right word Difficulty rhyming words Trouble learning numbers, the alphabet or days of the week

Extremely restless and easily distracted Trouble interacting with peers Poor ability to follow directions or routines Lynn Leonard 317.222.6635 www.diin.org Early Warning Signs of Dyslexia Grades K-4

Slow to learn the connection between letters and sounds Confuses basic words (run, eat, want) Makes consistent reading and spelling errors including letter

reversals (b/d), inversions (m/w), transpositions (felt/left) and substitutions (house/home) Transposes number sequences and confuses arithmetic signs (+,-,x,/,=)

Slow recall of facts Slow to learn new skills, relies heavily on memorization

Impulsiveness, lack of planning, unstable pencil grip Trouble learning about time Poor coordination, unaware of physical surroundings, prong to

accidents Lynn Leonard 317.222.6635 www.diin.org Red Flag Quiz The following screening might help identify if your child, or someone you know, is at risk for dyslexia Can you answer yes to most of these statements about the individual? 1.

2. 3. 4. 5. 6. 7. 8. 9.

Confusion of similar looking objects (b/d, f/t, m/w, e/c Confusion with similar sounding words Difficulty with sequencing days Difficulty expressing thoughts, verbally or written Difficulty with following directions, verbally or written Spelling difficulties Difficulty with rote memorization Family members with a history of struggling with reading and spelling Anxiety over school, test-taking, reading out loud, getting work

completed 10.Appears to be guessing when reading (skips, adds, or changes words to fit the context) 11.Does not read for pleasure 12.Performance in school does not match student's apparent potential Lynn Leonard 317.222.6635 www.diin.org Academic Understanding vs. Emotional Understanding

Many people have academic understanding of dyslexia. However many dont have an emotional understanding of the frustration, anxiety, tension and failure that those with dyslexia face daily in school.

Lynn Leonard 317.222.6635 www.diin.org Federal Definition of Learning Disabilities Specific learning disability is defined as: a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think,

speak, read, write, spell or do mathematical calculations. Federal Definition/Criteria for Specific Learning Disabilities 34 CFR 300.8 Child with a disability. Lynn Leonard 317.222.6635 www.diin.org What do you see?

Lynn Leonard 317.222.6635 www.diin.org These Simulations.... will allow you to walk in the shoes of someone with dyslexia. Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org

Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org

Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org

Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org

Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org

Remember.. Those with dyslexia have difficulties in school specific to learning language especially reading, spelling, and written expression. Dr. Samuel Orton a pioneer in the field of specific language disability, explained that the brains of people with dyslexia are physiologically different. Different does not mean inferior! Lynn Leonard 317.222.6635 www.diin.org

People with Dyslexia are like snowflakes. No two are alike! Lynn Leonard 317.222.6635 www.diin.org Recognize and Encourage The strengths of those with whom you work who have dyslexia!

Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org Lynn Leonard 317.222.6635 www.diin.org

Thank you! Lynn Leonard Manager [email protected] 317.222.6635 www.diin.org Minimize fears. Develop confidence. Celebrate success.

Recently Viewed Presentations

  • 18 - storage.googleapis.com

    18 - storage.googleapis.com

    syncytium Cardiac muscle cell mechanisms to form a syncytium Cardiac muscle cells are branched - the anatomical feature allows the action potential signals to travel along several branches at the same time going to several cardiac muscle cells at the...
  • Bob and Lisa - Abrazo Adoption Associates

    Bob and Lisa - Abrazo Adoption Associates

    We cannot promise you that we are perfect, because we are not. What we can promise you is that your child will be surrounded by warmth, compassion, kindness, honesty, and, most importantly, unconditional love. We hope your heart leads you...
  • Ester Boserup Boserup was an economist who believed

    Ester Boserup Boserup was an economist who believed

    Extensive Types. Large grain farms. Livestock farms. Mixed crop and livestock farming is the most common form of commercial agriculture in: the United States west of the Appalachian Mountains. ... Agribusiness. Intensive subsistence agriculture. Wet rice.
  • Governor's Criteria

    Governor's Criteria

    Established in 1949 by the Washington State Legislature to administer the Washington Law Against Discrimination, RCW 49.60. The Mission of the Washington State Human Rights Commission is to prevent and eliminate discrimination through the fair application of the law, the...
  • Classic Template - White

    Classic Template - White

    Hazard Classification. Each physical or health hazard is a "hazard class" (e.g., Carcinogenicity is a hazard class). A "hazard class" may be sub-divided in the criteria into several "hazard categories" based on the degree of severity of the hazard.
  • Your Unit Title

    Your Unit Title

    An identifiable, non-monetary assets without physical substance (AASB 138:8) Includes patents, goodwill, mastheads, brand names, copyrights, research and development, licences, software, and trademarks. Intangible assets, as a category, must be separately disclosed in the balance sheet.
  • Sync Smart 2018 - storage.googleapis.com

    Sync Smart 2018 - storage.googleapis.com

    What's the Key Issue? GPS week zero started January 6, 1980. The 1024 weeks counter ran out and rolled over on August 21, 1999. The week counter then reset to zero, and it has been recounting ever since. The next...
  • GPUfs: Integrating a file system with GPUs

    GPUfs: Integrating a file system with GPUs

    GPUfs: Integrating a file systemwith. GPUs. Mark Silberstein - UTAustin. MarkSilberstein (UTAustin/Technion) Bryan Ford (Yale), Idit Keidar (Technion) Emmett Witchel (UTAustin)