IDA Dyslexia Handbook: What Every Family Should Know
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Ebook Download Teaching Literacy to Learners With
TEACHING LITERACY TO LEARNERS WITH DYSLEXIA: A MULTI-SENSORY APPROACH PDF, EPUB, EBOOK Kathleen S. Kelly, Sylvia Phillips | 424 pages | 14 Oct 2011 | Sage Publications Ltd | 9780857025357 | English | London, United Kingdom Teaching Literacy to Learners with Dyslexia: A Multi-sensory Approach PDF Book Key Takeaways Orton—Gillingham is a well-regarded approach to teaching kids who struggle with reading. With tried and tested strategies and activities this book continues to provide everything you need to help improve and develop the literacy skills of learners in your setting including;. Immediate online access to all issues from This creative kind of teaching doesn't have to be that unorthodox, since counting on your fingers is multisensory, but it definitely goes beyond the traditional approach to education that relies almost exclusively on vision reading text and hearing listening to the teacher talk. Teachers should demonstrate and model appropriate learning strategies for all their pupils. Teaching the confusing letter B from Sight and Sound Reading! Affective behaviours include personality variables such as persistence and perseverance, frustration and tolerance, curiosity, locus of control, achievement motivation, risk taking, cautiousness, competition, co-operation, reaction to reinforcement and personal interests. Quick Facts about Multisensory Learning. Have you ever danced in mathematics, sung a song in science or painted in phys. The development of word reading skills and reading comprehension skills can be facilitated by morphological awareness. Buy the book. Dyscalculia Learning Support Formative Assessment. It is an acquired ability that requires effort and incremental skill development. Dyslexic author and champion Ben Foss is fond of distinguishing "eye reading" from "ear reading" which we think is a great idea, because your can indeed read with your ears using audiobooks and text to speech applications. -
The Essential Need for Ortin-Gillingham Based Reading
“So please, oh please, we beg, we pray. Go throw your TV set away. And in its place you can install. A lovely bookshelf on the wall.” Roald Dahl WHO WAS DR. SAMUEL ORTON? (1879-1948) 1. A neuropsychiatrist and pathologist who worked with stroke victims in Iowa. 2. Revolutionized thought on reading failure and language based processing difficulties while working with stroke patients that had lost the ability to read. 3. Hypothesized that students with reading difficulties were not due to brain damage. Cont. ORTON CONT. 4. Maintained disabilities and disorders were neurological and not environmental. 5. Influenced by kinesthetic method described by Grace Fernald and Helen Keller. 6. Using neuroscientific information and best practices in remediation techniques, he formulated a set of teaching principles and practices. Dunson, W. What is the Orton-Gillingham Approach? Retrieved from http://www.special educationdvisor.com/what-is-orton-gillingham-approach/ The Orton-Gillingham Approach in Practice. Retrieved from http://archive.excellence gateway.org.uk/article.aspx?o=126837 WHO WAS ANNA GILLINGHAM?1878-1963 Remedial teacher, administrator, psychologist, teacher trainer • Worked with Dr. Orton at the Neurological Institute, Columbia-Presbyterian Medical Center, NY. • Combined Orton’s teaching philosophy/methodology with structure of English/American Language. (Excellence Gateway). • Devised methods of teaching based on formulated principles of Dr. Orton. • Wrote: Orton-Gillingham Manual: Remedial Training for Children with Specific Disability in Reading, Spelling, and Handwriting. Duchan, J. Retrieved from http://www.acsubuffalo.edu/~duchan/indew.html records.ancestry.com NAEP NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS 1998 • 2 million children receive special education for reading. -
Resources on Dyslexia and Learning Disabilities
Resources on Dyslexia and Learning Disabilities Looking for ways to help children with dyslexia and other learning disabilities (LD) improve their reading skills? These resources offer information, advice and support. WHAT IS DYSLEXIA? Dyslexia refers to specific learning disabilities in reading. It is a language-based neurological disorder that causes the brain to process and interpret information differently. The National Center for Learning Disabilities (NCLD) has a Dyslexia Toolkit for parents that describes common warning signs of dyslexia, steps to take if you think your child may have dyslexia and resources and tools needed to understand dyslexia. NCLD’s 50 Questions about LD: An E-Book for Parents of Children with Learning Disabilities provides answers to commonly asked questions. The International Dyslexia Association provides a definition of dyslexia and a comprehensive set of answers to frequently asked questions as well as fact sheets on dyslexia and related learning disabilities. The Yale Center on Dyslexia & Creativity provides myths and truths about dyslexia and numerous articles and books based on the Center’s research. COULD MY CHILD/STUDENT HAVE DYSLEXIA OR ANOTHER LD? The National Center for Learning Disabilities lists potential signs of LD, organized by the child’s age. Young children with dyslexia may have trouble: Recognizing letters, matching letters to sounds and blending sounds into speech Pronouncing words Learning and correctly using new vocabulary words Learning the alphabet, numbers, days of the week or -
Download Samuel T. & June Lyday Orton Papers PDF Finding
Archives & Special Collections, Columbia University Health Sciences Library Samuel T. Orton and June Lyday Orton Papers ORTON, SAMUEL TORREY, 1879-1948. ORTON, JUNE LYDAY, 1898-1977. Samue l Torre y Orton and June Lyday Orton papers, 1901-1977. 12 cubic feet (29 document boxes, 6 card file boxes, 1 record storage box) BIOGRAPHICAL NOTE: The husband and wife team of Samuel Torrey Orton and June Lyday Orton were professional partners in the field of language disabilit ies. Together they conducted research, trained educators and therapists, and treated individuals with reading and writing difficulties. In the process, they became two of the most important individuals in the history of dyslexia. Samuel Torrey Orton was born in Columbus, Ohio, on October 15, 1879. His father, Edward Orton, was at various times the state geologist of Ohio, the President of Antioch College, and the first President of Ohio State University. Other distinguished family members included his cousin, President William Howard Taft, and his uncle, educator Horace Taft of the Taft School in Watertown, Connecticut, where young Sam completed high school in 1897. Orton attended Ohio State University (B.S., 1901), the University of Pennsylvania School of Medicine (M.D., 1905), and Harvard University (M.A., 1906). He was a member of Alpha Omega Alpha and Sigma Xi. He began his medical career by training in pathology under Frank B. Mallory at Boston City Hospital in 1905-06. He then spent a year at the Columbus (Ohio) State Hospital, and two years at St. Ann’s Hospital in Anaconda, Montana. On October 13, 1908, he married Mary Follett in Columbus, Ohio. -
David Schenck
Remembering David Schenck David Schenck would be one of the first people to tell you about the struggles he had in school. However, it was not until he and his wife Dee volunteered to work at Camp Waya-Awi, a camp for struggling readers in Rangeley, Maine, that he came face to face with his “disability.” It was also at this time that he realized that his struggles had a name. Dr. Samuel Orton called the difficulty “strephosymbolia,” meaning “twisted symbols,” but later the condition became knows as “specific language disability,” then “dyslexia,” meaning difficulty with language or words. The couple who ran the camp, Page and Laura Sharp, trained under Dr. Samuel T. Orton. David and Dee worked at the camp for two summers then came to Atlanta. In 1959, David and Dee Schenck started The Reading School of Atlanta with seven students in the basement of St. Anne’s Episcopal Church in Atlanta. David noted that “It was an insane idea. [He] had no idea what was involved. All those hundreds of little details a sensible person would solve before starting a business never entered [his] thoughts. For a dyslexic person, it is impossible to keep focused on details for any length of time. You just say, ‘Let’s do it; let’s do it.’” In 1966, a brick house with three acres at the present location of 282 Mt. Paran Road was purchased. The school became incorporated, and the name changed to The Schenck School. By 1974, the enrollment had grown to 62 students and by 1985 there were 74 students. -
Assistive Technology for Classroom Success
4/16/2015 Assistive Technology for Classroom Success Students with dyslexia often experience greater success when they are allowed to use their abilities (strengths) to work around their disabilities (challenges). Assistive Technology tools combine the best of both of these practices. 1 4/16/2015 Dyslexia Dyslexia is a specific learning disability that is neurological 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 the growth of vocabulary and background knowledge. Adopted by The National Institute of Child Health and Development and The International Dyslexia Association Board of Directors: November 12, 2002 Dyslexia: Facts • Dyslexia is the most common reason for reading, writing and spelling problems. It can also affect math, organization and time management • Dyslexia is genetic (runs in families) • 1 in 5 children fall on the spectrum • Dyslexia is a brain-wiring difference • Dyslexia is a lifelong condition that affects all aspects of life – not just school 2 4/16/2015 The Reading Brain FMRI scans show a brain volume slightly less in many areas of the brain associated with symptoms of dyslexia. These are a brain while reading. - Studies by SallyShaywitz - Control Brain Dyslexic Brain Dyslexia Myths • We do NOT see letters backward or upside- down • We will NOT outgrow dyslexia • We can NOT cure dyslexia by completing a program or taking medication • Dyslexia does NOT affect primarily boys • Dyslexia is NOT a vision problem • We are NOT Lazy, Dumb or less intelligent than your peers. -
Testing Accommodations for Students with Dyslexia: Key Opportunities to Understand Student Thinking
Testing Accommodations for Students with Dyslexia: Key Opportunities to Understand Student Thinking M. Christina Schneider Brian Gong The National Center for the Improvement of Educational Assessment Karla L. Egan EdMetric Testing Accommodations for Students with Dyslexia: Key Opportunities to Understand Student Thinking Both standardized and classroom assessments are designed to measure what students know and can do in a particular content area. The federal Department of Education (2015) in its most recent Peer Review guidelines denotes that for statewide standardized assessments processes should in place “to ensure that each assessment is tailored to the knowledge and skills included in the State’s academic content standards, reflects appropriate inclusion of challenging content, and requires complex demonstrations or applications of knowledge and skills (i.e., higher-order thinking skills).” The Peer Review guidelines also stipulate the state must document that it has used, “reasonable and technically sound procedures to develop and select items to assess student achievement based on the State’s academic content standards in terms of content and cognitive process, including higher-order thinking skills. Because teachers want to measure standards in a similar manner in their classroom, it is important that teachers also consider measuring challenging content with complex demonstrations or applications of knowledge and skills. Oftentimes in assessment situations reasoning and problem solving are accessed through reading; whereas, in the real world few reasoning contexts are presented in this manner. Shaywitz (1998) has estimated that up to 17.5% of the population may be dyslexic, and as a result, assessments focused on problem solving using only reading and writing may not capture the reasoning processes of almost 20% of the population. -
Understanding Dyslexia
UNDERSTANDING DYSLEXIA Defining, Evaluating and Teaching Students at Risk of Reading Problems By Rachel Brown, Ph.D., NCSP WHITEPAPER UNDERSTANDING DYSLEXIA CONTENTS 3 | EXECUTIVE SUMMARY 3 | WHAT IS DYSLEXIA? 4 | CAUSES 5 | SCREENING 5 | DIAGNOSTIC EVALUATION 6 | TREATMENTS 7 | MYTHS ABOUT DYSLEXIA 8 | IN CONCLUSION 8 | ADDITIONAL RESOURCES 9 | REFERENCES 2 UNDERSTANDING DYSLEXIA EXECUTIVE SUMMARY • The primary reason for most reading difficulties • Most students with early reading problems who is the lack of effective instruction (National do not have dyslexia yet will benefit from direct Research Council, 1998). and systematic instruction in the five core reading areas. • There are a range of reading problems that can affect students, including dyslexia. • Some students with dyslexia will require more intensive instruction and these students might • Dyslexia is a more significant form of be eligible for special education services. reading disability and is characterized by persistent difficulty with learning and using • Additional information about dyslexia is core reading skills. available through university and government websites. • Universal screening for reading problems is the best way to identify and address reading difficulties as early as possible. WHAT IS DYSLEXIA? Dyslexia is one type of learning disability that Although the term dyslexia has been used affects a student’s ability to learn how to read. for many years, it is not the only reason that a The following is the definition adopted by the student might struggle when learning to read. International Dyslexia Association (IDA; 2019): Indeed, research documents that most reading difficulties are due to poor instruction (National Dyslexia is a specific learning disability that Research Council, 1998). -
HBIDA Resource Directory 2019
Y R O T C E R I D E C R U O S E R HHOUSTO N BRANBIDAC H OF THE INTERNATIONAL DYSLEXIA ASSOCIATION 2019 Articles, Resource Materials Education Opportunities Professional Service Resources & much more for families living with Dyslexia HBIDA O BjectIves ABOUt IDA • Increase community awareness The International Dyslexia Association (IDA) is a of dyslexia non-profit organization dedicated to helping individuals with dyslexia, their families and the communities that encourage the use of scientifically-based support them. IDA is the oldest organization dedicated to • the study and treatment of dyslexia in the nation— reading instruction for individuals founded in 1949 in memory of Dr. Samuel T. Orton, a identified with dyslexia distinguished neurologist. IDA membership consists of a variety of professionals in partnership with individuals support educational and medical research with dyslexia and their families. IDA actively promotes • effective teaching approaches and intervention strategies on dyslexia for the educational management of dyslexia. The organi - zation and its branches do not recommend or endorse any specific speaker, school, instructional program or HBIDA P rograms & services remedial method. Throughout IDA’s rich history, our goal has been to provide the most comprehensive forum spring conference for parents, educators, and researchers to share their experiences, methods, and knowledge. Fall symposium ABOUt HBIDA college Panel THE HOUSTON BRANCH OF THE INTERNA - Parent Networking Group TIONAL DYSLEXIA ASSOCIATION (HBIDA) was founded in 1978 at a meeting among parents and Regional Group events teachers who were concerned for the education of children with language learning problems and wanted Website and social Media to create an organization to promote efforts to help those children. -
Adult Literacy Reading Programs
Adult Literacy Reading Programs A well-trained teacher or tutor in an adult literacy Multi-sensory Teaching Approach (MTA), developed program should be trained in at least three methods, by Margaret Taylor Smith. MTA is a comprehensive, including the multisensory approach, which has multi-sensory program in reading, spelling, cursive proven to be effective for adult students with handwriting, and alphabet and dictionary skills. Based learning disabilities. A multisensory method uses a on Orton-Gillingham techniques and Alphabetic combination of visual, auditory and tactile-kinesthetic Phonics. Contact: MTS Publications at instruction to enhance memory and learning. www.mtspublications or 877.552.1090. The Herman Method, developed by Renee Herman. Teaches decoding, sight words, structural analysis, contextual clues and dictionary skills with consistent emphasis on comprehension. A remedial reading program that can be taught by trained Following is a list of multisensory structured language paraprofessionals. A phonetic, structured, sequential programs. This list does not include every available approach based on the Orton-Gillingham Method and adult literacy reading program; however, many of the specifically designed for students with programs listed are based on the “Orton Gillingham- dyslexia/specific reading disability. Stillman Approach.” This approach is often described Contact: Romar Publications, 4700 Tyrone Ave, as the grandfather of many successful multisensory Sherman Oaks, CA 94123: 818.784.9566. reading programs. Landmark Methodology Literacy Reading Programs Landmark Methodology is a structured multi-sensory reading, spelling and writing program. Alphabetic Phonics, developed by Lucius Waites, Contact: Landmark Outreach Program, P.O. Box 227, M.C. and Aylett R. Cox. Alphabetic Phonics is based Prides Crossing, MA 01965, 968.236.3216, on Orton-Gillingham techniques and emphasizes www.landmarkoutreach.org intense phonetic analysis of written language. -
NEWSLETTER 17 Learning Ally February 2012 18 Scholarship Opportunities 21 Board Members and Advisory Council 22 Calendar of Events 23 Advertisements
TABLE OF CONTENTS 1 Legislative Update 2 Letter from the President 4 Dyslexia Recognized Through Team Effort 5 How an Ohio Dyslexia Law was Born 6 Keynote Speaker Gordon Sherman: Online Interview from SchwabLearning.org 8 Who are We? 8 Active Student Engagement 9 Dyslexia Dash Rewards Runners of All Northern Ohio Branch Abilities & Speeds Formerly The Orton Dyslexia Society 16 Dyslexia Rally III 16 Walk in the Shoes of a Dyslexic: A Simulation 17 Branch Spotlight: New Executive Assistant, Nicole Herron NEWSLETTER 17 Learning Ally February 2012 18 Scholarship Opportunities 21 Board Members and Advisory Council 22 Calendar of Events 23 Advertisements House Bill 96 (Celeste - D & Legislative Update Brenner - R) by Charlotte Andrist, Central Ohio Branch of the International Dyslexia Association (COBIDA) President This law will: House Bills (HB) 96 and 157 were unanimously passed by the Ohio Senate with a 1) place the IDA definition of dyslexia subsequent unanimous concurrence vote in the Ohio House during a late night, end directly into Ohio the Ohio Revised of the year Statehouse session on December 14. Both bills were signed into law by Code. Although the term “dyslexia” is Governor Kasich on December 21. currently listed as a specific learning disability within the 2008 Ohio Special Education Operating Standards, Ohio law does not contain a definition of dyslexia; and 2) begin a 3-year pilot program for the early identification and remediation of students at-risk for dyslexia and other phonologically based reading disorders. HB 157 (Schuring - R & Let- son - D) This law will: 1) define a dyslexia specialist as someone who has achieved training consistent with the Level II IDA Knowledge and Practice Standards; and Governor Kasich signs the Ohio Dylexia Law surrounded by legislators, members of the Ohio branches of IDA, and other supporters. -
Assistive Technology & AIM for Students with Dyslexia
Assistive Technology & AIM for Students with Dyslexia John E. Brandt, MS.Ed. Training Coordinator Maine CITE and Maine AIM Program Students with Learning Disabilities/Dyslexia make up the largest group of learners with disabilities. IEP Teams must consider the use of Assistive Technology (AT) and Accessible Instructional Materials (AIM) for these students. In this workshop, we will discuss the use of various AT and AIM as part of the arsenal of tools and accommodations for students with Learning Disabilities/Dyslexia. Welcome Learning Goals Defining terms What does the IEP say? How can AT and AIM be used as instructional tools and accommodations Where to get more information What is Dyslexia? Poll Question: Dyslexia is… o A medical term that describes a “disorder in reading,” manifesting “errors in oral reading skills such as omissions, substitutions, distortions, or additions of words or parts of words; … reversals of words in sentences or of letters within words…” o A term synonymous with the term “learning disability.” o A subset or subtype of learning disabilities. o All of the above. o None of the above. Well, in Maine… “Definition. Specific learning disability means 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 to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia,