Understanding Dyslexia & Supporting Your Child

Josh ClarkHead of School, The Schenck SchoolExec. Director, Dyslexia Resource

This Evening’s Agenda

● The Science of Reading and Dyslexia● Considering Dyslexia through a Broader

Paradigm● How to Support and Accommodate your

Child at Home

2

Terms Associated with Dyslexia

Reading Comprehension - Ability to understand what you are reading accurately and efficiently

Reading Fluency - Ability to read text correctly, effortlessly and with expression.

Psychological Educational Evaluation - A battery of assessments typically administered by a psychologist which together determine a dyslexia diagnosis

Decoding - Ability to sound-out words

Encoding - Ability to represent sounds with known symbols, i.e., spelling

Working Memory: Ability to hold onto information, manipulate it and so

something with it in the short-term

Processing Speed: The speed at which you can absorb incoming information,

including letters, sounds, etc.

Retrieval - Ability to recall known information

3

4

5

6

It is not a disability if you do not have what the environment does not want.- Dr. Gordon Sherman

7

8

9

Dyslexia is a learning disability.

Dyslexia is an environmental disability.

Dyslexia is an educational disability.

Dyslexia is an invisible disability.

What is READING?

10

11

Neuroplasticity

Reading is a Human Made Technology

12

13

What is Dyslexia?

14

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by 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.” - International Dyslexia Association

15

Why?

16

17

Non-Dyslexia

18

19

20

21

p d b

22

23

Reading Aloud Is Hard for Me.

24

Courtesy of Dr. Brock EIde

I have always been good at building things.

25

Courtesy of Dr. Brock EIde

Learning my Multiplication Facts was Hard for Me.

26

Courtesy of Dr. Brock EIde

I am better at understanding the big picture than thinking about details.

27

Courtesy of Dr. Brock EIde

Strengths Often Associated with Dyslexia - Made By Dyslexia

28

Struggles Often Associated with Dyslexia

●Poor word recognition●Poor decoding skills●Poor spelling●Poor Retrieval ●Working Memory

29

How to help? Become an investigator:

What is interfering with the child’s learning?

How much is it interfering?

Do we need to do anything about it?

If so, how can parents help?

If so, how can the school/teacher help?

31

● Poor word recognition/decoding● Poor spelling/encoding ● Poor retrieval (with expressive language and in

written expression - output)● Working Memory (inconsistencies in learning)● Possibly: Language Comprehension, Processing

Speed, Fluency

These difficulties = Reading difficultiesThese difficulties will show up in an academic setting….

Dyslexics struggle with…..

32

For Parents and Teachers,Two things dyslexics will need for their educational path are:

1) Improve their reading skills2) Keep their confidence intact.

If you suspect a child is struggling in school:● Don’t wait to get help● Learn about the best practices in reading

instruction● Call for reinforcements (tutoring, etc.)

○ To improve your child’s encoding/decoding, use a systematic phonics approach (such as Orton-Gillingham)

● Work together: Teacher and Parents both develop a plan to move forward

● Have student assessed● Throw out “normal expectations”. Take the

child where he/she is and move them forward.

The Solution for Reading Difficulties?

● slow, choppy reading● embarrassment when reading aloud● frequent and inconsistent spelling mistakes● inconsistent learning; knows it one day, not the

other● difficulty writing long sentences or paragraphs -

getting out on paper what they verbally want to say

● a lot of effort - seems harder than it should be● avoidance techniques● frustration, crying

With virtual learning, you may be seeing...

● asking the child to decode a word/chop it into parts - not “sound it out.” Help break the word into parts and praise their effort.

● having the child read required reading silently to a younger child…..the dog….for practice purposes

● not requiring the child to read aloud in front of an online group

● helping with unknown vocabulary ahead of time● providing a ruler or index card the child can place under each

line when reading for help with tracking● reading to your child or allowing child to use books on tape ● using assistive technology ● allowing for accommodations - especially giving extended

time (ask the teacher for accommodations)

With virtual learning, you can help by..

36

Dyslexia robs a person of time; accommodations return it.

Dr. Sally ShawitzUnderstanding Dyslexia

What else is interfering?

37

● Sensory/Motor difficulties

● Attention Difficulties

● Executive Functioning issues

● AnxietyThese are just some of the “puzzle pieces” that make up your child’s profile

Sensory/Motor difficultiesSensory Avoiding

● Loud sounds; trouble with crowds; trouble with tight, rough, or itchy clothing; trouble with foods being too hot, wrong texture, or bad smelling

Sensory Seeking

● plays roughly, constantly touching, no sense of personal space

Fine Motor Difficulty

● trouble cutting, holding pencil correctly, writing well, etc.

Gross Motor Difficulty

● trouble with running, throwing, and with other sports; uncoordinated, etc.

For sensory issues, fine motor, gross motor:

● Provide fidgets● provide sensory bottles● provide soft/comfortable clothing● provide pencil grips● have a variety of seating options● allow a wiggle cushions● use a bungee cord wrapped around base of chair for feet

movement● allow a standing desk at times, etc.

Some helpful tips…...

Attention difficultiesInattention

● wandering off task● lacks persistence● trouble focusing

Impulsivity

● ready...fire….aim - Not thinking before acting● need for immediate reward/inability to delay gratification● socially intrusive, constantly interrupting

Hyperactivity

● moving constantly including when it is not appropriate● fidgeting excessively● extreme restlessness - wearing you or others out

Executive Function issues

Mental skills that help you get things done. These skills are controlled by an area of the brain called the frontal lobe.

Executive dysfunction● trouble managing time● trouble switching focus● trouble planning a task or organizing ● trouble remembering details● trouble knowing how to start● trouble controlling behavior

For Attention difficulties and executive functioning difficulties:

● provide a structured schedule with brain breaks and movement breaks

● provide a quiet work space (may need earphones, white noise, music….)

● break tasks or directions into smaller parts● allow time to exercise● provide good nutrition● help teach the “process” of how to organize a task/model● provide consistency● provide supplies and folders close by and ready● color-code materials, set up lists of tasks, etc.

Some helpful tips…...

Anxiety

Anxiety● excessive worry● irrational fears● health issues: headaches, stomachaches, etc.

Other symptoms: (could be from other issues)● distractible● irritable● restlessness● trouble sleeping● hyperactivity● frustration/tears

Some helpful tips…...

For Anxiety:

● provide stress breaks● try to work through situations/tasks instead of avoiding

it● encourage your child and don’t belittle fears● empathize with them● model healthy ways of handling anxiety● model deep breathing and other relaxation techniques,

etc.

● Learn about your child’s puzzle pieces. Learn about symptoms of each. Explain them to your child and tell them you understand.

● Look for professionals who are experts in each area to assist you as needed and listen to the professionals.

● Read, Read, Read…...aloud to them, and listen with them to books on tape.○ Show them it’s fun○ Vocabulary – Let them hear advanced words

● Learn in many different ways: Science, History and other education TV channels, virtual field trips, other fun online learning, talking and sharing experiences!

45

More helpful tips…...

Provide for them socially and emotionally...● Focus on Strengths – let them be a whole child

○ Gentle, kind toughness - Gently pushing them forward.○ Lots of encouragement○ Be Honest – “Yes, school is hard.” “I know it’s tough but so

are you.”○ Emphasis the gifts they have: cognitive strengths, creativity,

big-picture thinking, empathy, etc.○ Allow them to participate and shine in outside of school

activities○ Tell them about other successful dyslexics.

● Stop and regroup as needed. Make changes as needed. Forget “normal expectations.”

● Love, love them and don’t ever give up. If you aren’t on their team who will be?

Enjoy this wonderful dyslexic child. 46

www.madebydyslexia.org

www.understood.org

www.dyslexiaida.org

www.readingrockets.org

www.fcrr.org

More websites will be included with our presentation which will be sent to each participant.

We will also send you The Dyslexia Resource’s “Red Flag Checklist”

Questions??

For more information visit our website: dyslexiaresource.org

Follow us on social media