Turning Dyslexia into a Positive Driving Force. Power Point can be found on www. ReidLyon.com

Transcription

1 Turning Dyslexia into a Positive Driving Force Power Point can be found on www. ReidLyon.com

2 Building Relationships I am a wife with dyslexia, a mother with dyslexia, I have a child who has dyslexia, I m an advocate, I m a person with dyslexia, & I am a Reading Research Project Coordinator

3 Kyle s Journey With Dyslexia Kyle, my son, was placed in a self-contained Special Education class, in 2 nd grade (1991) By 3 rd grade, I advocated that he be in a General Education Class with his peers. By 4 th grade I was home schooling him. He is now in the honors program, on the Deans list in a Chicago Law School. Our commitment started with Reading and ended with building Self-Esteem.

4 Planning & Hard Work Pays Off

5 How did we stay focused? We agreed on a daily plan (in writing) We agreed on a monthly plan (in writing) We agreed on a yearly plan (in writing) Kyle had a dream (in writing) Kyle had choices (in writing) Kyle knew the reality if we did not stick to a plan

6 Tips for Student - Parent - Teacher For Student Hard Work with lots of Repetition & Communication Stay Positive Set Realistic Goals & write them! Learn, Exercise, Give-back For Parent Lots of Encouragement (for Teacher and Student) Communication and Relationship building is the Key!!! Patience is a Virtue For Teacher - Agree to the Goal (What is education success?) - Allow adaptation and accommodations (spelling/reading/writing w/ technology) - Basic understanding of individualization

7 Lessons I Learned Don t think you will change people.they have to be willing to change (but your example helps)! Believe in yourself, in teachers, & in children w/ dyslexia! There is power in numbers (people & data & books)! Listen to data use data to tell your story to everyone not just to some! (scores, minutes, research) Put everything that is important in writing! Don t take anything personal! Your local media could be your best friend, get to know them!

8 What Else Made The Difference? Technology Laptop for the Student Websites Data Weekly student data Monthly student data Yearly student data Know the data of other students Research Read it Know it Share it

9 Reading for the Blind and Dyslexic, DVD and Books on Tape made a huge difference in Kyle s and my life.

10 Example: Phonological Awareness: Students learn to identify and manipulate the sounds in spoken words including skills such as oral segmenting and oral blending. Letter Sounds: Students learn to say the most common sound for printed letters. Sounding Out: Students learn to decode printed regular words. Word Recognition: Students learn to recognize common regular words by sight

11 Time Management Problem solving Thinking Studying Skills Learning w/ others

12 Response-to-Intervention Requires High quality core reading instruction. High quality core is differentiated. Differentiation requires adjusting instruction based on student performance data. Students with performance indicating risk for failure receive additional small group instruction (Tier 2).

13 ies.ed.gov/ncee/wwc/publications/practiceguides/ Assisting Students Struggling with Reading: RtI U.S. Department of Education Institute for Educational Science What Works Clearing House Free so: Order some Print some Share.

14 Florida Center Reading Research: ~Information about research-based practices related to literacy instruction and assessment for children in pre-school through 12th grade.

15 Ed.gov/parents/needs/specied/edpicks.jhtml Federal website Learn the Law! Learn about Federal Funded Research Office of Special Education and Rehabilitative Services Overview Information; Training and Information for Parents of Children With Disabilities--Parent Training and Information Centers programs/pirc/index.html

16 Website For: Parents Teachers Principals Librarians En espanol -Colorín Colorado

17 IDA Website Dyslexia News Literature Articles Research

18 http: / / www. ahead.org AHEAD envisions educational and societal environments that value disability and embody equality of opportunity. website AHEAD is a professional membership organization for individuals involved in the development of policy and in the provision of quality services to meet the needs of persons with disabilities involved in all areas of higher education.

19 Written by many who walked the walk! The Crisis in Our Classrooms Blaunstien, G.R.Lyon Armed with the Facts: Shaywitz I Could Not Read Until I was 30 Diane Lyon A Parent s Journey Ankney A Parent s Pressure Cooker Garza Changing the Odds Marion Joseph and many more chapters.

20 Play: hard 2 spel dad Dates of play: April 9-April 25, 2010 Dallas Children s Theater website: - hard 2 spel dad dramatizes the story of two young people, one diagnosed and one not, who struggle with learning differences - the play reveals what it's like to be learning different and how great the challenges can be - the play portrays the frustrations of struggling with an undiagnosed learning difference and the consequences that can result

21 Plain Talk About Reading April 26-28, 2010 New Orleans Bringing SBRR into the classroom Visit for more information. Over 40 national experts 3 exceptional days 1 excellent decision

22 Why have we as a Nation not met our reading goal? The sheer magnitude of the reading crisis in America. The sheer complexity of reading development and reading difficulties. The complexity of an effective classroom/ building implementation.

23 Effective Reading Instruction Reading instruction effectiveness lies not with a single program or method but, rather, with a teacher who thoughtfully and analytically integrates various program, materials, and methods as the situation demands. (Duffy & Hoffman)

24 READING INSTRUCTION MUST BE INTEGRATED FROM KG- G12 If a critical component is missing, students who are at risk will not develop the essential skills. Success and failure in reading are opposite sides of the same coin- it s the same theory, not two theories, one for success and another for failure. Instruction is the key!

25 Reading Fluency Fluency is partly an outcome of word recognition ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to decoding (Meyer, 2002) rate and accuracy in oral reading (Shinn et al., 1992) immediate result of word recognition proficiency (NRP, 2000)

26 Many people who struggle with reading....

27 What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction Learning in rich contexts is valuable for vocabulary learning. Vocabulary words should be those that the learner will find useful in many contexts. When vocabulary items are derived from content learning materials, the learner will be better equipped to deal with specific reading matter in content areas.

28 What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction There is a need for direct instruction of vocabulary items required for each specific text. Repetition and multiple exposure to vocabulary items are important. Students should be given items that will be likely to appear in many contexts. (Reprinted from National Reading Panel, 2000, p. 4-4)

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30 What does it take to comprehend text? Good readers are active readers. They have clear goals in mind for their reading. They constantly evaluate whether the text, and their reading of it, is meeting their goals. Good readers typically look over the text before they read, noting such things as the structure of the text and text sections that might be most relevant to their reading goals.

31 What does it take to comprehend text? As they read, good readers frequently make predictions about what is to come. They read selectively, continually making decisions about their reading--what to read carefully, what to read quickly, what not to read, what to re-read, and so on. Good readers construct, revise, and question the meanings they make as they read. They draw upon, compare, and integrate their prior knowledge with material in the text.

32 WHAT DOES IT TAKE TO UNDERSTAND WHAT YOU READ? They think about the authors of the text, their style, beliefs, intentions, historical milieu, and so on. They monitor their understanding of the text, making adjustments in their reading as necessary. Good readers try to determine the meaning of unfamiliar words and concepts in the text, and deal with inconsistencies or gaps as needed. They evaluate the text s quality and value, and react to the text in a range of ways, both intellectual and emotional.

33 WHAT DOES IT TAKE TO UNDERSTAND WHAT YOU READ? Good readers read different kinds of text differently. For example, when reading narrative, good readers attend closely to the setting and characters When reading expository text they frequently construct and revise summaries of what they have read. For good readers, text processing occurs not only during reading as we have traditionally defined it, but also during short breaks taken during reading, and even after the reading itself has commenced.

34 LANGUAGE COMPREHENSION BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING Skilled Reading- fluent coordination of word reading SKILLED and comprehension processes LITERACY KNOWLEDGE WORD RECOGNITION PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION The Many Strands that are Woven into Skilled Reading (Scarborough, 2001)

35 Uneven Quality Of Educational Research From Levine (2005, 2006) SUPERFICIAL LACKING IN RIGOR EMPHASIZES BREADTH OVER DEPTH BASED ON IDEOLOGY RATHER THAN SCIENTIFIC PRINCIPLES INACCURATE (WRONG DESIGN AND METHODS)

36 I Am Hear Me Out... I have a learning disability, But that is not who I am. Who I am on the inside is what matters. I am just like everyone else. I am a human with many thoughts and feelings. I am not dumb. I just can't read as fast as everyone else. There is nothing weird about us. I AM WHAT I AM. It matters not what you call me. I will keep on going.

37 I Am (continue) No learning disability is going to stop me from knowing what to do. Having a learning disability is not bad. It is not a crime. It's just that I learn differently than the others. But all that matters is that I am! Written by 14-year-old J. Miller from New Willington, PA.

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39 Questions?

40 Thank you for your attention! For questions or to schedule a presentation Diane : Reading4all@tx.rr.com or visit: www. ReidLyon.com February 5, 2010