Q&A
Sharissa18
Powerpoint.pptx
Dyslexia
By: Jennifer Williamson
HSDD 5430
Dr. Timothy scala
What is dyslexia?
Dyslexia is a learning disability that focuses on reading.
Specific learning disorder
Affects 3% to 7% of people.
Focuses on speech, visual perception, and speed.
However, there has been many points in research that believe it could include more such as auditory factors.
(Saksida et al., 2016)
Dyslexia is a learning disability that has the most significant impact on reading which can overlap into other content areas. It affects every 3% to 7% of people from learning. It is becoming more common, and more and more individuals are being identified with dyslexia. It impairs one's speech, visual perception, and speed at which they complete activities the most. Even though this is found in the research, there are many other factors that professionals in the field believe could be involved. In research, it has been noted that auditory processing and characteristics could be related.
2
Causes
Phonological processing (Schneider et al., 2016)
Neurobiological factors (Schneider et al., 2016)
Parent(s) that have dyslexia.
A significant event that causes an injury.
Brain development disorder (Seidenberg et al., 2011)
Anomalies of gene factors (Seidenberg et al., 2011)
(Schneider et al., 2016) (Seidenberg et al., 2011)
There are many possible causes that are related to dyslexia. Neurobiological factors and phonological processing can be factors. It is also noted in research that parents that have dyslexia are known to have genes that could be passed down to the child and it can be more likely that their child could have dyslexia. If an individual has a significant event and it causes an injury or they have a brain development disorder it can effect the way they learn.
3
characteristics
(Saksida et al., 2016)
There are various characteristics that come with dyslexia. The first characteristic is a short visual attention span which is when a child does not have a good memory when it comes it remember concepts such as letter formations. The second characteristic is slow processing and phonological speed. This will hinder an individual's ability regarding fluency, comprehension, and accurate letter naming. The third characteristic is limited phonological accuracy which means that the students can not name phonological concept correctly. The fourth characteristic is visual stress. This can cause a student to be stressed out due to the fact that they are not able to retain concepts and can see it.
4
Short visual attention span
Slow processing and phonological speed
Limited phonological accuracy
Visual stress
Characteristics
(Sumner et al., 2014)
The next characteristic is difficulty reading. This is a vague way of combing some of the other characteristics together. If one can not remember or comprehend the key components to be able to read, then they will have a difficult time trying to read. Then there is orthography difficulty. Orthography difficulty is when an individual can not accurately and with speed name content such as letters and words. Lastly, spelling ability is impacted due to the fact that most students lack a complete working memory that would allow them to be able to write and spell words with speed, fluency, and accuracy.
5
Difficulty reading
Orthography difficulty
Spelling ability
How are students with dyslexia identified?
(Lyytinen et al., 2007)
In order for a student to be diagnosed with dyslexia they need to be identified. Depending on where the student is and what lane they are going through they can be identified using different methods. Whatever the method is, it is important for the student with an exceptionality to be identified early. That really goes with any individuals with a disability. There is testing that professionals can do a few days after a child is born. They find psychophysiological information that can predict the child’s language development and reading ability.
6
It is important for any student with an exceptionality to be identified early.
There is psychophysiological information that can be collect after birth to predict the child's language development and reading.
How are students with dyslexia identified?
(Lyytinen et al., 2007)
Students can also be identified at the school age by looking at their phonological awareness, rapid naming, receptive language, and letter knowledge. When students are identified with dyslexia it most commonly occurs when the student reaches school age. The ability at which the students performs at these tasks can show a processing where the deficits are and if it is related to dyslexia. There is research regarding identification from The Jyvaskyla Longitudinal study of Dyslexia (JLD) that has supports and resources that have been used and shows how it is used.
7
Phonological awareness, rapid naming, receptive language, and letter knowledge.
The Jyvaskyla Longitudinal study of Dyslexia (JLD)
The most common identification is when the student reaches school age.
What are students with dyslexia taught?
Academics
Focus is on language
Accommodations and modifications may be needed.
There is research that has found that various reading intervention programs are beneficial to students with dyslexia.
PHAST
Extracurriculars should be encouraged.
(Lovett et al., 2021)
Students with dyslexia can still be taught academics like everyone else. They just need to be taught in a different way. They may also need accommodations and modifications along the way as needed. The focus of teaching students with dyslexia is on language. It is important for students with dyslexia to receive reading interventions such as PHAST. Even though academics, specifically reading, is a heavy focus the student should still be involved in extracurricular activities to promote socialization.
8
How are students with dyslexia taught?
There are resources and concepts that benefit students with Dyslexia.
They can be taught focusing on certain characteristics.
Computer training
The students starting as nonreaders
Connecting letters and sounds
Full participation of students and professional
Professionals focus on teaching the student geared towards their interests to keep their attention.
(Lyytinen et al., 2007)
Students with dyslexia are taught using different resources and concepts that have been proven to be beneficial. They use computer training and emphasize that it is most beneficial when the student starts as a non-reader. The focus is to work on connecting letters and sounds. For the best results it requires full participation of both the professional and the students. The professionals also need to focus on gearing the instruction towards the interests of the students in order to keep their attention.
9
How are students with dyslexia taught?
When teaching student with Dyslexia it is important to continue to bring up past knowledge.
Children with Dyslexia generally struggle with phonemic awareness, spelling, and decoding words.
Computer devices and supports such as “Literate”.
Literate is a computer game that focuses on the connection between grapheme and phoneme. The objective is for accuracy of their language development to increase.
(Lyytinen et al., 2007)
There is no two students with dyslexia who are taught the same way. It is important that whatever they are learning that past knowledge is constantly brought back up so that they do not lose that knowledge. They are taught with the focus that they struggle with decoding words, spelling, and phonemic awareness. A common computer support that is used is called Literate. Literate is a computer game that works on the connection between phoneme and grapheme. The goal is for their language development accuracy to increase.
10
Instruction considerations for teaching students with dyslexia
There are many instruction consideration for teaching students with dyslexia. It is important to start phonemic awareness instruction at a young age for children. This will reduce the risk of them having dyslexia. The intervention given needs to consist of intense and direct instruction. It also helps instruction if the professional and students have built a relationship. With a relationship built, the student will be more open and want to impress them by trying hard.
11
Phonic awareness instruction for children at a young age will reduce the risk for them to have dyslexia.
Intense direct intervention
Building a relationship with the student
Considerations for general education teachers
Work at a slower pace
Use various strategies
Give accommodations and modification
Communicate with family and other professionals working with the child.
General education teachers need to be cautious when working with a student with dyslexia. They should allow certain accommodations and modifications. The teacher should work with the student at a slower pace, use various strategies when teaching. It is also beneficial for general education teachers to communicate with the students family and other professionals who work with the child.
12
Benefits of what is currently in place to help students with dyslexia
Laws that protect their privacy
Rights to services
Rights to accommodations and modifications in the school setting
(Schneider et al., 2016)
There are many policies in place that benefit students with dyslexia. Students have laws that protect their privacy and rights to the services they need. They also have rights to accommodations and modifications in the school setting by the teacher and more if they go down the route of getting a 504 or an Individualized Education Plan (IEP).
13
limitations of what is currently in place to help students with dyslexia
(Elbro et al., 2004)
However, there are limitations of what is currently in place to help students with dyslexia. There is difficulty relaying accurate information that is important from research. Not all people have access to such information which can make it difficult to be informed. Professionals also need to be aware that the training needs to be continuous so that what has been is not lost. But in order to receive interventions they need to assessed. Currently it is very difficult to get assessed due to long wait lists.
14
Difficulty relaying accurate information that is important from research.
Interventions are given to children with Dyslexia but if continuous training is not provided it can result in what was learned to be lost.
Wait lists to get assessed
Ethical considerations
(Taube et al., 2011)
For students with dyslexia there are ethical considerations that need to be taken into account. There are laws in place that prohibit discrimination of individuals with disabilities. American Psychological Association has rules in place to protect their client. Consent has to be received and all information must be received before services can begin. Most of these ethical considerations occur when students are in the school system or as they are transitioning into adulthood.
15
Laws are in place to prohibit discrimination of individuals with disabilities.
Information can be brought to light if it depends on their competence but not too much.
Most ethical considerations occur when one is in the school system or as they transition into adulthood.
American Psychological Association has rules in place to protect their clients.
Consent has to be received.
All information must be received before services begin.
Culturally diverse considerations
(Artman et al., 2010)
For students with dyslexia there are also culturally diverse considerations that need to be taken into account. There are families that have a lack of knowledge of disabilities and do not have the awareness to know hoe to receive support. They need to consider competences, testing, psychotherapy, and advocacy. Families also need to be exposed to individuals with exceptionalities and develop relationships with them.
16
Lack of knowledge of disabilities
Families do not have the awareness to know how to receive support.
Competence
Be exposed to individuals with exceptionalities.
Developing relationship with individuals with exceptionalities.
Testing
Psychotherapy
Advocacy
References
Artman, L. K., & Daniels, J. A. (2010). Disability and psychotherapy practice: Cultural competence and practical tips. Professional Psychology: Research and Practice, 41(5), 442-448. https://doi.org/10.1037/a0020864.
Elbro, C., & Petersen, D. K. (2004). Long-Term Effects of Phoneme Awareness and Letter Sound Training: An Intervention Study With Children at Risk for Dyslexia. Journal of Educational Psychology, 96(4), 660-670. https://doi.org/10.1037/0022-0663.96.4.660.
Lovett, M. W., Frijters, J. C., Steinbach, K. A., Sevcik, R. A., & Morris, R. D. (2021). Effective intervention for adolescents with reading disabilities: Combining reading and motivational remediation to improve outcomes. Journal of Educational Psychology, 113(4), 656-689. https://doi.org/10.1037/edu0000639.
Lyytinen, H., Ronimus, M., Alanko, A., Poikkeus, A., & Taanila, M. (2007). Early identification of dyslexia and the use of computer game-based practice to support reading acquisition. Nordic Psychology, 59(2), 109-126. https://doi.org/10.1027/1901-2276.59.2.109.
Saksida, A., Iannuzzi, S., Bogliotti, C., Chaix, Y., Démonet, J., Bricout, L., Billard, C., Nguyen-Morel, M., Le Heuzey, M., Soares-Boucaud, I., George, F., Ziegler, J. C., & Ramus, F. (2016). Phonological skills, visual attention span, and visual stress in developmental dyslexia. Developmental Psychology, 52(10), 1503-1516. https://doi.org/10.1037/dev0000184.
Schneider, W. (2016). What are the benefits and potential problems of jointly considering neurophysiological and behavioral data in dyslexia intervention research? Commentary on Bédard, Laplante, and Mercier (2016). Zeitschrift Für Psychologie/Journal of Psychology, 224(4), 305-306. https://doi.org/10.1027/2151-2604/a000269.
Seidenberg, M. S. (2011). What causes dyslexia? Comment on Goswami. Trends in Cognitive Sciences, 15(1), 2. https://doi.org/10.1016/j.tics.2010.10.003.
Sumner, E., Connelly, V., & Barnett, A. L. (2014). The influence of spelling ability on handwriting production: Children with and without dyslexia. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(5), 1441-1447. https://doi.org/10.1037/a0035785.
Taube, D. O., & Olkin, R. (2011). When is differential treatment discriminatory? Legal, ethical, and professional considerations for psychology trainees with disabilities. Rehabilitation Psychology, 56(4), 329-339. https://doi.org/10.1037/a0025449.
image2.png
image3.svg
.MsftOfcThm_Accent1_Fill_v2 { fill:#B71E42; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#B71E42; }
image1.jpg
image4.jpeg
image5.jpeg
image26.jpeg
image27.png
image28.svg
.MsftOfcThm_Accent1_Fill_v2 { fill:#B71E42; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#B71E42; }
