Dyslexia

DYSLEXIA - DEVELOPMENTAL READING DISORDER

A Language-Based Learning Disability.

“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.”
IDA Board of Directors

In other words, when someone is dealing with dyslexia, they have a very difficult time understanding and interpreting the phonics of language. To insist that the child be instructed in a phonics-based program is to invite frustration, discouragement, and a sense of being a poor student and unable to learn. Their cognitive abilities overall would indicate that they should be able to handle reading quite easily. That they cannot easily be successful with reading says that we need to pay attention to see what other areas may be challenged in order to remediate as early and as efficiently as possible.

• 30% of all children with dyslexia also have attention deficit hyperactivity disorder (ADHD).
• Dyslexia 17% -11% of population per IDA

Difficulties interpreting phonological components of language include:

• Difficulties with accurate word recognition
• Difficulties with fluent word recognition (Rapid automatic naming)
• Difficulty naming colors, objects, and letters (Rapid Automatized Naming)
• Memory deficits that cause poor letter and word recall
• Poor reading fluency, reading comprehension, and writing.
• Poor spelling
• Poor decoding abilities
  • Phonological awareness
    • Difficulty with tasks of analysis

o Elision - The striking out of sounds in talking

• Slurring or omission of  final unstressed vowels preceding either another vowel or a weak consonant sound
• Dropping of a consonant between vowels
• Used to fit words into a metrical scheme
• Used to smooth the rhythm
• Used to ease the pronunciation of words

o Separating words into component sounds - segmentation

• Synthesis – (blending).
• Decoding
• Processing speed
• Orthographic coding
• Auditory short-term memory

READING INSTRUCTION
Instruction should be based upon a systematic and explicit understanding of language structure and this may be called:

• Structured Literacy Instruction
• Orton- Gillingham
• Simultaneous Multisensory instruction
• Explicit Phonics

EVALUATION SHOULD INCLUDE

• Intelligence Testing – average or above average
• Oral language skills – Understanding a story, spoken directions, conversation, or vocabulary.

• Phonological processing
• Word recognition accuracy and fluency
• Decoding –- using letter-sound knowledge
• Word Attack
• Spelling
• Automaticity/fluency skills - Naming Speed - Rapid Automatic Naming
• Reading comprehension
• Vocabulary knowledge

AREAS OF EDUCATIONAL NEED:

• Inaccurate and/or fluent word recognition
• Poor spelling and decoding
• Phonological deficit in language
• Reading comprehension deficit
• Reduced vocabulary development
• Reduced background knowledge due to lack of reading exposure

COMMON COMORBID ISSUES:

• Anxiety
• Difficulty spelling common words and syllable patterns
• Distractibility
• Figures of speech and inferences
• Foreign language difficulties
• Impulse control
• Inconsistent word memory
• Language comprehension
• Late talking
• Letter formation
• Mathematical calculation
• Meager writing & disorganized writing
• Miscomprehends complex sentences
• Pencil grip difficulties
• Poor letter recall
• Repeated same word misreading
• Segmentation and blending sound difficulties
• Slow alphabet names and forms
• Slow vocabulary growth
• Slow word by word reading
• Sustained attention
• Task avoidance

HOW COMMON IS DYSLEXIA
DRD is the most common learning disability. Dyslexia is the most recognized of reading disorders, however not all reading disorders are linked to dyslexia.

• 5-17% of the population
• 3 subtypes
• Auditory
• Visual
• Attentional

• Not due to vision or hearing deficits or inadequate instruction
• Deficits in:
  • Letter and word recognition
  • Understanding words and ideas

• Reading speed and fluency
  • General vocabulary skills
  • Letter and word recognition
• Understanding words and ideas
• Reading speed and fluency
• General vocabulary skills
• 10% have Fluency (orthographic) Deficit and do well with phonological awareness

o But have a processing speed deficit

• Speed (naming speed)
• Accuracy
• Naming speed deficit (word recognition)

10% have a comprehension deficit and do well with decoding

•  Vocabulary weakness

• Abstract reasoning difficulties

• Generalized language disorder

• Logical/concrete thinking

• Social-linguistic disability (ASD)

• 90% have a Phonological Deficit of oral language
  • Dyseidetic type – can sound out individual letters phonetically and has trouble identifying patterns of letters when grouped together.
  • Dysphonic type - readers have difficulty relating letters to sounds, and spelling is disorganized.
  • A mixed type-reading disability has both the dyseidetic and dysphonic types of reading disorder.

May include input, integration, storage, and output deficits.

• Input – visual and auditory perception, shape recognition, size identification or position location, competing sound recognition
• Integration – interpretation, categorization, sequence, memorization, poor vocabulary
• Storage – memorization, spelling
• Output – gestures, writing, drawing, spoken language, motor abilities

OUTCOMES:
Reading disabilities outcomes from treatment vary and depend on:

• The quality of the remedial reading program,
•  The severity of the disorder
• If the early intervention was provided (early elementary not waiting to see what happens until later elementary or middle school)
•  IQ over 90
•  Instruction was provided by qualified reading specialists
•  If over 50 hours of instruction was provided
•  If the child is motivated
•  Without effective remediation, students may be forced to limit vocational choices to those that do not demand strong literacy skills.

Appropriately identified research-based instruction that includes:

Explicit Instruction – directly teaches each skill and subset skill for reading, (spelling, and writing if dyslexic)

Systematic and Cumulative Instruction – developmental or logical sequence of concept introduction

Highly Structured Instruction – has step-by-step procedures for introducing, reviewing, and practicing concepts with a defined length of instruction and minimum mastery levels prior to advancement

Multisensory Instruction – engaging the visual, auditory, and kinesthetic senses simultaneously or in rapid succession.

If the only tool you have is a hammer,

You tend to see every problem as a nail.

Abraham Maslow

COMORBID PROBLEMS INCLUDE:

• Anxiety
• Attention problems
• Language comprehension deficits
• Mathematical signs and computation issues
• Pencil grip and letter formation deficits
• Poor impulse control

o Task avoidance

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AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an M Ed in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.