Issue 6 Volume 1 Winter 2016 eHearsay DYSLEXIA eHearsay: Electronic Journal of the Ohio Speech-Language Hearing Association TABLE OF CONTENTS Who we are: OSLHA and eHearsay 2 In this Issue 3 Marianne P. La Rosa PART 1: Invited Manuscripts A Description of Dyslexia and Profiles of Children with Reading Disabilities 4 Laurie M. Gauger & Linda J. Lombardino Working Memory and Dyslexia 28 Milton J. Dehn What We Can (and Cannot) Learn from Spelling Errors in Dyslexia 39 Louisa C. Moats Dyslexia and ADHD: A Review of Frequently Co-Occurring Conditions 56 Andrew N. Colvin & Cheryl H. Colvin Dyslexia and Language-Based Learning Disabilities: Implications for Speech-Language 62 Services for School-Age Students Monica Gordon-Pershey Helping Students with Dyslexia Learn How to Learn from Written Texts 76 Lauren A. Katz, Karen A. Fallon & Joanne M. Pierson PART 2: Personal Viewpoint (not eligible for CEUs) Halftime: Reflections from a Speech-Language Pathologist about Teaching Reading in the 90 Schools Steven M. Griffin Understanding Dyslexia: My Personal Journey 94 Cheryl Kleist CEU Questions (directions & worksheet for earning on-line CEU’s) 105 Guidelines for Submission to eHearsay 109 Open Call for Papers 110 In the Next Issue 111 | eHearsay • Issue 6 • Volume 1 • Winter 2016 Page 1 eHearsay: Electronic Journal of the Ohio Speech-Language Hearing Association Ohio Speech-Language- STAFF Journal Editor: Hearing Association (OSLHA) Laurie M. Sheehy Issue Editor: Marianne P. La Rosa MISSION: Empowering our members by providing opportunities for professional development, advocacy, and leadership development necessary to foster excellence in the services Director of Technology & Publications: provided to individuals with communication and related disorders. Erin Redle HISTORY: OSLHA Association Manager: Founded in 1945, the Ohio Speech-Language-Hearing Association (OSLHA) is a Chelsea Bailey professional association representing speech-language pathologists and audiologists throughout Ohio. OSLHA is recognized by the national American Speech-Language- Hearing Association (ASHA) as the official professional organization for Ohio. OSLHA Editorial Review Board members provide services for the evaluation and rehabilitation of communicative Donna Edwards disorders. Members work in a variety of settings including: clinics, health care Denise Rogers facilities, hospitals, private practice, schools, and universities. Members must abide by the OSLHA Code of Ethics. Peer Reviewers Charlotte Andrist, Ph.D. Kenn Apel, Ph.D. Michelle Berg, Ph.D. Suzanne Carreker, Ph.D., CALT-QI Nancy Creaghead, Ph.D. Monica Gordon-Pershey Ed.D. Joan Kaderavek, Ph.D. R. Jane Lieberman, Ph.D. Linda Lombardino, Ph.D. Gayle Long, Doctoral Candidate Mary Munger, Ph.D. Cindi Schultz, SLP, Fellow/AOGPE eHearsay: Statement of Purpose OSLHA Executive Council President: Davy Weaver Vice President/President Elect: Donna Edwards Past President: Carney Sotto VP Association Management: Amy Thorpe-Wiley eHearsay, the electronic journal of the Ohio Speech- Language- Hearing Association, Secretary: Shyla Miller is designed to address the professional development needs of the state association. Treasurer: Kimberly Schwartz Issues are may be developed around specific themes and can include invited papers, research articles, review, tutorial, research forum, letter to the editor, clinical Ohio Speech-Language-Hearing Association focus/forum or viewpoints. (OSLHA) PO BOX 309 eHearsay is published as a web journal annually. Continuing education credits will be Germantown, OH 45327 available for each issue. Phone: 937.855.4337 Fax: 937.855.4338 Toll Free: 1.800.866.OSHA Email: [email protected] | eHearsay • Issue 6 • Volume 1 • Winter 2016 Page 2 eHearsay: Electronic Journal of the Ohio Speech-Language Hearing Association In this Issue: Dyslexia Welcome to the Dyslexia Issue of eHearsay! I would like to thank Laurie Sheehy and OSHLA for inviting me to be Issue Editor for this important topic. More than 15 years ago, I began to focus my continuing education studies on literacy, and quickly recognized the vital role that speech-language pathologists play in the early identification of children with reading disabilities, specifically dyslexia. After listening to numerous stories from frustrated and desperate parents who were seeking help for their child with dyslexia, I knew that there was a tremendous need for qualified specialists, and I was determined to be part of the solution. My goal from that point forward was to study and become certified in a structured literacy intervention approach while also taking continuing education courses in all aspects of academic language and literacy. Speech-language pathologists with expertise in dyslexia are an invaluable resource on literacy teams, and can make a significant difference in the lives of these bright and talented children. My hope is that this issue will support SLPs in identifying dyslexic children and provide options for appropriate intervention approaches. When you embark upon the study of dyslexia, be prepared for a winding course! It is a multidisciplinary field comprised of research in neurobiology, psychology, genetics, speech-language pathology and education. This issue of eHearsay is a prelude to this, and begins with a comprehensive article by University of Florida researchers and speech-language pathologists, Drs. Laurie Gauger and Linda Lombardino, who clarify the definition of dyslexia from the research literature, and present how to use diagnostic information to differentiate dyslexia from other reading disorders in order to make informed treatment decisions. The next article from educational psychologist and memory interventionist, Dr. Milton Dehn, expertly peels back the layer of working memory weakness that is often part of the dyslexic profile, and offers strategies to help the dyslexic reader. Our next outstanding author, psychologist and researcher, Dr. Louisa Moats, analyzes the phonological, orthographic and morphological features of spelling errors and outlines the linguistic competency needed for adequate spelling development. To address the frequent co-occurrence of ADHD and dyslexia, Drs. Andrew and Cheryl Colvin, clinical neuropsychologist and psychologist, respectively, present a thorough review of the literature and provide implications for assessment and intervention. Next, Cleveland State University researcher and speech-language pathologist, Dr. Monica Gordon-Pershey, deepens the study of language and literacy by addressing the secondary consequences of dyslexia and the need for direct instruction in the semantic, syntactic and metalinguistic aspects of reading and writing. Finally, from their research and clinical work, three speech-language pathologists, Drs. Lauren Katz, Karen Fallon and Joanne Pierson, present an explicit instructional model for helping children with dyslexia learn how to learn from written text -- the ultimate goal of learning to read. At the end of this issue are two articles that bring the research learning back home into the everyday world of living with and teaching dyslexic children. The first personal viewpoint is written by Steve Griffin, experienced school-based Ohio speech-language pathologist and K-6 Literacy Coordinator in Marysville City Schools. He creatively outlines and discusses nine practical principles for SLPs who are “in the trenches,” working daily with struggling readers and striving to become more involved on school literacy teams. The second personal viewpoint is written by parent and Ohio dyslexia advocate, Cheryl Kleist, as she chronicles her own journey into understanding dyslexia -- from getting her son diagnosed appropriately and walking through the special education/IEP process to courageously testifying before the Ohio Senate Education Committee in support of Ohio’s House Bill 96. This issue involved the collaboration of a team of knowledgeable and talented professionals, donating countless hours of their time to prepare these articles for publication. I would like to personally thank the authors, peer reviewers and editorial consultants as well as the guidance and support of our eHearsay Journal editor, Laurie Sheehy. Working on this issue was truly a “labor of love” for many of us! After reading these articles, if you have questions about furthering your professional training in dyslexia, I would recommend the resources available through the International Dyslexia Association. My final words of encouragement are to listen to the stories that are shared about children with dyslexia, many of whom have amazing gifts and talents, and begin to envision how you can make a tremendous difference in their lives. Happy reading! Sincerely, Marianne P. La Rosa, M.A./CCC-SLP, A/AOGPE Issue Editor [email protected] | eHearsay • Issue 6 • Volume 1 • Winter 2016 Page 3 eHearsay: Electronic Journal of the Ohio Speech-Language Hearing Association A Description of Dyslexia and Profiles of Children with Reading Disabilities Laurie M. Gauger & Linda J. Lombardino Abstract The identification and diagnosis of dyslexia, a specific reading disability, continues to be a challenge for clinicians and educators in spite of the fact that specific reading disability was first identified over a century ago and it is the most commonly studied learning disability across cultures. These difficulties are largely related to the fact that learning disabilities that disrupt both spoken and written language often co-occur and that the degrees of impairments in both areas