Julia Neff, MA.E.D. - California Association of School Psychologists

Report
Demystifying Dyslexia
Helping School Psychologists Increase Collaboration between
Parent and School Teams
Monet Templeton, Psy.D.
Christine Wyeth, M.A.
Julia Neff, M.A.
CASP San Diego 2014
Introductions
 Monet Templeton, Psy.D., LEP, ABSNP
 Licensed Educational Psychologist, Templeton Neuro Academic
Clinic
 Adjunct Professor, Brandman University
 President, San Diego County Association of School
Psychologists
 Julia Neff, M.A.E.D.
 Resource Specialist, The Winston School
 President, San Diego International Dyslexia Association
 Vice President, Education Ignited
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Introductions
 Christine Wyeth, M.A., LEP
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Licensed Educational Psychologist, Kids in Harmony
School Psychologist, San Diego Unified School District
President, San Diego International Dyslexia Association
New Mom!
 Who are you?
 School psychologists? Learning specialists? Administrators?
 Public school districts? Private sectors?
 Motivations for attending session
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Presenter Objectives
 Establish a comfort level with attendees around the term
“dyslexia”.
 Teach four most common subtypes of dyslexia with
neuropsychological foundations and academic implications.
 Share the work of IDA, LDA, NCLE, and other literacy-support
organizations and their positive impact on literacy education.
 Share resource lists of websites and books to be used as future
reference for attendees to increase their effectiveness with literacy
teams.
 Create the understanding that a semantic issue has been created
between school staff and private practitioners/parents around term
dyslexia, yet due to this difference, remediation has often been
approached differently.
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Attendee Skills
 Attendees will establish a basic level of understanding
of dyslexia and its four subtypes.
 Attendees will learn how to recognize signs of the
different types of dyslexia, how to evaluate for, and how
to remediate dyslexia.
 Attendees will learn which skills are helpful in
developing collaborative, capacity- building teams of
literacy instructors.
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Learning Outcomes
 Attendees will feel comfortable addressing dyslexia
with parents and school teams.
 Attendees will be motivated to follow the NCLE’s
recommendations on how to build capacity in order to
strengthen Common Core State Standards in literacy.
 Attendees will wish to collaborate with the IDA and
other learning disability associations in increasing
awareness of the information that parents are receiving
and bridging this information with that from public
school agencies.
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Agenda
I. Definition of Dyslexia
II. Types of Dyslexia
III. Identifying Dyslexia
IV. Evaluating Dyslexia
V. Dyslexia in the Schools
VI. Resources
VII. References
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I. Dyslexia Definition: IDA
 Dyslexia is a language-based learning disability.
 Dyslexia refers to a cluster of symptoms, which result in people
having difficulties with specific language skills, particularly reading.
 Students with dyslexia usually experience difficulties with other
language skills such as spelling, writing, and pronouncing words.
 Dyslexia affects individuals throughout their lives; however, its impact
can change at different stages in a person’s life.
 It is referred to as a learning disability because dyslexia can make it
very difficult for a student to succeed academically in the typical
instructional environment, and in its more severe forms, will qualify a
student for special education, special accommodations, or extra
support services.
* Definition Adopted by IDA Board of Directors Nov. 12, 2002. Used by National Institute of
Child Health and Human Development (NICHD).
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I. Dyslexia Definition: NASP
Position Statement
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I. Dyslexia Definition: Latest CA
Regulations Name Dyslexia
July 1, 2014
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I. Dyslexia Definition:
Why Use the Label?
 Think, pair, share
 3 minutes with partner
 Pros and Cons
 https://www.youtube.com/watch?v=9QLA_NNKZo8
 Kiera Knightly 1:54
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Dislecksia The Movie
 https://www.youtube.com/watch?v=R81PdFiKsTU
 Harvey Hubbell Dislecksia The Movie 7:49
 https://www.youtube.com/watch?v=4BiNpW0259M
 Billy Bob Thornton 5:36
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II. Types of Dyslexia:
4 Subtypes
© Templeton, Wyeth, Neff, 2014
Feifer, 2011. Printed with permission.
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II. Types of Dyslexia: Understanding Subtyping
Feifer, 2011. Printed with permission.
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II. Subtypes of Dyslexia: Key Brain Regions
© Templeton, Wyeth, Neff, 2014
Feifer, 2011. Printed with permission.
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III. Identifying Dyslexia
 Handouthttps://www.youtube.com/watch?v=vap_feUX3
rw
 Orlando Bloom reading as child 1:53
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III. Identifying Dyslexia:
Preschool
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III. Identifying Dyslexia:
Elementary School
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III. Identifying Dyslexia:
Elementary School
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III. Identifying Dyslexia:
High School
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III. Identifying Dyslexia
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III. Identifying Dyslexia
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III. Identifying Dyslexia
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III. Identifying Dyslexia
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III. Identifying Dyslexia:
4 Causes of Poor Comprehension
© Templeton, Wyeth, Neff, 2014
Feifer, 2011. Printed with permission.
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Working Memory’s Pervasive Impact
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III. Identifying Dyslexia
 Dyslexic Advantage (Dr. Brock Eide & Dr. Fernette Eide)
 Reasoning capacity
 Material
 Interconnected
 Narrative
 Dynamic
 Creativity, thinking outside the box
 Resilience
 https://www.youtube.com/watch?v=5SXfXQjfFbE
 Orlando Dyslexia Today 2:16
 https://www.youtube.com/watch?v=GnAzVPCCT_E
 Orlando Creativity 1:18
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IV. Evaluating Dyslexia:
Who is Qualified?
 School Psychologists
 Licensed Educational Psychologists
 Neuropsychologists
 Clinical Psychologists
 Not Educational Therapists!
 IDA Handout
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IV. Evaluating Dyslexia: CA Regulations
Revised July 1, 2014
PSW Model Now Included!
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90 Minute Dyslexia
Evaluation
© Templeton, Wyeth, Neff, 2014
Feifer, 2011. Printed with permission.
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Can brain chemistry be altered as a result
of practice and effective interventions?
© Templeton, Wyeth, Neff, 2014
Feifer, 2011. Printed with permission.
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Can brain chemistry be altered as a result
of practice and effective interventions?
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V. Dyslexia in the Schools: National Center for
Literacy Education (NCLE)
Remodeling Literacy Learning Together
Executive Summary of 2013-14 Findings
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V. Dyslexia in the Schools: National Center for
Literacy Education (NCLE)
Remodeling Literacy Learning Together
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V. Dyslexia in the Schools:
 https://www.youtube.com/watch?v=UsLtYPQS-rw
 Orlando Bloom advice to parents 1:29
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V. Dyslexia in the Schools: Dysphonetic
Dyslexia Interventions
© Templeton, Wyeth, Neff, 2014
Feifer, 2011. Printed with permission.
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V. Dyslexia in the Schools: Surface Dyslexia
(Fluency) Interventions
© Templeton, Wyeth, Neff, 2014
Feifer, 2011. Printed with permission.
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V. Dyslexia in the Schools: Mixed Dyslexia
Remediation Strategies
© Templeton, Wyeth, Neff, 2014
Feifer, 2011. Printed with permission.
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V. Dyslexia in the Schools: Reading
Comprehension Interventions
© Templeton, Wyeth, Neff, 2014
Feifer, 2011. Printed with permission.
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V. Dyslexia in the Schools:
Interventions
• Reading Programs
• Classroom Modifications
• Assistive Technology
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DECODING
FLUENCY
COMPREHENSION
Neurological Processes to Facilitate Reading
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Reading Programs
Multisensory
Systematic & Sequential
 Sound-symbol connections
 Reading Fluency
 Phonemic awareness
 Vocabulary
 Orthographic
 Reading Comprehension
rules/exceptions/expectancies
 Decoding
 Writing
 Spelling
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Orton Gillingham-Based Programs &
Professionals
•
•
•
•
•
•
•
Wilson Reading System
Lindamood-Bell: LiPS and Seeing Stars
Slingerland
Project READ
REWARDS
Barton Reading and Spelling System
For others, see IDA Matrix
* Be cautious about recommending programs that are not researchbased and that do not include systematic phonological processing
instruction
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Classroom Modifications
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Classroom Modifications
Physical Space
Curriculum & Planning
 Preferential seating
 Textbook copies at home
 Assigned next to peer buddy
 Preview of Titles
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Note-taking
Assistance reading directions
 Visual aids
 Audio/Visual Instructions
 Sensory support
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Natural lighting (no fluorescent)
Nature sounds or classical music
Nature scenes on doc camera
White noise such as fan
Flowy curtains
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 Copies of teacher’s notes
 Strategically reduced workload
 Extended time for
writing/reading, flexible
deadlines
 Variety of Assessments
 Built in breaks
 Review Student Planner for
accuracy
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Classroom Modifications
• Vary assessment methods:
o oral presentations
o multiple choice
o word bank
o group projects
o hands-on projects/visual displays
• Build “breaks” into classroom transitions and exams
• Cue student(s) before asking to read aloud
• Weigh the importance of spelling
o Dual grading approach – content/mechanics
o Spellcheck
o Strategic spelling corrections
https://www.youtube.com/watch?v=1O3rTDAminY
Radcliffe Creek School Multi Sensory 2:19
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Assistive Technology
• Reading
• Enlarged texts
• LearningAlly
• Bookshare
• Apple “Speak Selection”
o General Settings > Accessibility
 Allows the user to highlight text for the device to read
aloud
• Writing
o Laptop/digital device with spellcheck enabled
o Speech to Text Applications
o AudioNote App – Synchs audio recording with typed notes
o LiveScribe Pen – Synchs audio recording with written notes
*For other technology tips, see Ben Foss’ HeadstrongNation.org
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Review
Decoding,
Fluency, and Comprehension 
 Systematic, Sequential
Reading Program
Classroom structure 
 Strategic placement
Curriculum/Planning 
 Preview titles/readings
Assistive Technology 
 Access to readings
 Facilitate writing
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VI. Resources: Online
http://classfolios.org/learningresource/venncircles.htm
http://s714.photobucket.com/user/eyerysh/media/Multisensory.png.html
http://smithsystem.com/school-setting/classrooms/
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VI. Resources: Books
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VI. Resources: Organizations
 International Dyslexia Association: http://www.interdys.org/
 San Diego Branch IDA: http://www.dyslexiasd.org/
 The Yale Center for Dyslexia and Creativity: http://dyslexia.yale.edu/
 Bright Solutions for Dyslexia: http://www.dys-add.com/
 National Center for Learning Disabilities: www.ncld.org
 Learning Disabilities Association of America: http://ldaamerica.org/
 National Center for Literacy Education: http://www.ncte.org/ncle
 Council for Exceptional Children: http://www.cec.sped.org/
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VII. References
 Apgar, & Potts. (2011). PSW Guidelines. Eugene Public School
District. Eugene, OR.
 Daniel, M., Breaux, K., Frey, F. (2010). Patterns of Strengths and
Weaknesses Models for Identifying SLD. Poster. Bloomington,
MN/San Antonio, TX: Pearson.
 Feifer, S. (2013). Integrating RTI with Cognitive Neuropsychology:
A Successful Approach to Developing Evidence-Based Reading
and Writing Interventions. Powerpoint Presentation. Alliant
International University. San Diego, CA.
 Feifer, S., DeFina, P. (2000). The Neuropsychology of Reading
Disorders. Middletown, MD: School Neuropsych Press.
 Flanagan, D., Ortiz, S., & Alfonso, V. (2013). Essentials of CrossBattery Assessment, 3rd Edition. New York, NY: Wiley.
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VII. References
 Flanagan, D., Ortiz, S., Alfonso, V., & Mascolo, J. (2006). The Achievement
Test Desk Reference (ATDR): A guide to Learning Disability Assessment, 2nd
Edition. New York: Wiley.
 Fletcher-Janzen, E., Reynolds, C. Eds. (2008). Neuropsychological
Perspectives on Learning Disabilities in the Era of RTI. Hobokin, N.J.: Wiley.
 Hanson, J., Sharman, L., Esparza-Brown, J. (2009). Patterns of strengths
and weaknesses in specific learning disabilities: What’s it all about? Technical
Assistance Papter. Oregon School Psychologists Association.
 Learning Disabilities Association of America. (2010). The Learning Disabilities
Association of America’s White Paper on Evaluation, Identification, and
Eligibility Criteria for Students with Specific Learning Disabilities (Position
Statement). Pittsburg, PN: Author.
 National Center for Literacy Education. (2014). Remodeling Literacy Learning
Together : Paths to Standards Implementation. Policy Report. Washington,
D.C. : National Council of Teachers of English.
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VII. References

National Center for Literacy Education. (2013). Remodeling Literacy Learning :
Making Room for What Works. Policy Report. Washington, D.C. : National Council
of Teachers of English.

National Literacy Council. (2008). Database.

Rhodes, R., Ochoa, S. & Ortiz, S. (2005). Comprehensive Assessment of Culturally
and Linguistically Diverse Students: A practical approach. New York: Guilford.

Sandman-Hurley, K., Block-Zaretcky, T. (2012). What is Dyslexia ? Dyslexia
Training Institute. Powerpoint Presentation. San Diego, CA.

Shaywitz, S. (2005). Overcoming Dyslexia. New York, NY : Vintage Books.

Wyeth, C. (2014). Dyslexia. Powerpoint Presentation. The San Diego Center for
Speech Therapy and OT. San Diego, CA : Kids in Harmony.

Yale Center for Dyslexia and Creativity. (2014). Retrieved from
http://dyslexia.yale.edu/whatisdyslexia.html
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