Preparing Teachers for

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1 Preparing Teachers for Students t with Dyslexia Opportunities and Requirements for Educator Preparation for Dyslexia Dyslexia in the Classroom: Performance observations and objective indicators Vennecia Jackson, M.D. Luke Waites Center for Dyslexia and Learning Disorders Director of Diagnostic Services Vennecia.jackson@tsrh.org

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3 Performance observations and bj i i di objective indicators E. Vennecia Jackson, MD Luke Waites Center for Dyslexia and Learning Disorders Framework Typical Reading Development: glimpsing a point of reference Dyslexia: observations of a specific reading disorder General Education Laws and Mandates Objective Indicators: curriculum based measures and progress monitoring 1

4 For most children... Reading is not a natural process Reading requires systematic and explicit instruction The intensity and duration of instruction will vary Most children follow the same developmental sequence of early reading acquisition, but individual children will progress at different rates 2

5 To learn to read, children must discover that... Spoken words can be segmented into sounds (phonemes) Letters on the page represent these sounds (phonics) The written words have the same # and sequence of sounds heard in the spoken word (alphabetic principle) PRESCHOOL KINDERGARTEN 1 st and 2 nd 2 nd and 3 rd Pre phonetic: attend to visual features of words Semi phonetic: make connections between letters and sounds, often only the first and last sound of a word Phonetic: complete connection between letters seen in the written word and sounds heard at the spoken word level Transitional: the child recognizes recurring letter chunks and patterns (Frith 1985, Ehri 1989) Most preschoolers become able to... enjoy listening to and talking about storybooks make attempts to read and write identify familiar signs and labels participate in rhyming games identify some letters 3

6 Most kindergartners become able to... understand print concepts recognize and associate letters to sounds understand that written words consist of letters that represent sounds begin to use the above skills to try to sound out words recognize some words by sight imitate reading Most kindergartners become able to... blend, segment, and delete syllables in spoken words match words that begin or end with same sound isolate beginning and ending sounds in spoken words blend and segment individual sounds in words with 2 3 phonemes at the spoken word level Most first graders become able to... blend syllables and sounds in spoken words identify all sounds in short words delete and substitute sounds in spoken words understand segmenting and blending of sounds for reading sound out early phonic patterns rather than guessing recognize word families 4

7 ~ 80 % of us are hardwired to acquire phonological awareness (PA), 20% are not The 20% must be specifically trained All children benefit from training to build skills PA is an essential element in early reading instruction Children with dyslexia have problems understanding how letters of the alphabet represent speech sounds making it difficult for them to sound out words and spell. Consequently, in addition to trouble naming instant words, they demonstrate a pattern of skill deficits that affects their ability to use word level reading skills for accurate contextual reading. Research continues to support that there is a genetic basis for dyslexia. It is estimated that 30 60% of children whose parent(s) or older siblings have dyslexia will also have difficulty learning to read. (Scarborough and Dickman, 1999) 5

8 If history of speech language problems, 4 5 x greater chance of future reading problem (Catts, Fey, Zhang, Tomblin, 2001) Even with early intervention in the preschool years, most children with speech and/or language deficits go on to have reading difficulties (Scarborough & Dickman, 1999) Moderate to severe problems in articulation of multiple speech sounds that persist beyond age 4 or 5 are linked to deficits in phonological awareness, reading, and spelling difficulties even when spoken language skills are intact. (Scarborough, 1999) KG Does not recognize or produce rhyme Unable to isolate beginning/ending sounds in spoken words Weak print concepts Slow learning letter names Weak naming colors/objects 1st Difficulty learning letter sounds Slow making connection between sounds in spoken words and letters in print (alphabetic principle) Struggle taking words apart (segmenting) and putting them together (blending) Difficulty sounding out simple words (mat, hop) 2 nd /3rd Frequent reading and spelling errors Phonetic Nonphonetic Orthographic Poor reading comprehension because of basic word reading problems Poor or slow handwriting and difficulty copying (BE CAREFUL!) Frustration learning spelling words Inaccurate spelling when copying or writing Listening comprehension stronger than reading comprehension Strengths in learning not related to reading/spelling Middle School Junior High/High School Bright Young Adults Below grade level contextual reading in stories and textbooks Very inefficient/slow reading even when reading silently Limited independent or fun reading Childhood history of reading and spelling difficulties Accurate but not automatic reading Avoids reading aloud Incorrect spelling Slow performance on timed reading tests Avoids writing compositions Avoids written discourse Poor performance on multiple choice tests Penalized by multiple choice tests Slow reading school and work materials Reading comprehension skills are below listening comprehension Improved reading comprehension with extra time Avoidance of oral and pleasure reading Poor spelling and substitution of simple words Strengths in listening, reasoning, creativity 6

9 Know what READING PATTERN you re looking for! Observation of a problem with a single reading/spelling skill is not a diagnostic indicator that the child might have dyslexia. Identify child s pattern of reading and spelling performance during regular assignments/practice and based on daily work samples separate from benchmark assessments Fairly consistent trouble with age based word level reading Primarily key word errors during contextual reading Non phonetic spelling in isolation and in context Identify academic mismatches able to engage in math problem solving but consistent trouble with word level reading Make regular observations of child s general reasoning ability when print is not involved Be aware of the child s availability to participate in instruction physical attendance, inattention related symptoms Assure that child has been provided evidence based core instruction big 5 instruction provided in an structured, explicit, systematic yet integrated manner Understand d the child s insufficient i response to targeted intervention Address the need to refer the child for a diagnostic assessment where expert analysis of reading skills should support observations of child s reading performance pattern Public school teachers are not required to administer diagnostic assessments. This is the responsibility of professionals with training in the administration i i and interpretation of dyslexia assessments. This educator can be, but is not always, an educational diagnostician. 7

10 Texas Reading Initiative/NCLB Accelerated Reading Instruction Tiered Intervention/NCLB Response to Intervention (RtI) Texas Dyslexia Law The Texas Education Agency (TEA) has taken focused steps to assist school districts in preparing students to read at or above grade level by grade 3. WHEN Beginning with the 1999 kindergarten student body, districts and charter schools REQUIREMENT phase in and implement reading intervention ti programs WHO IDENTIFICATION students at risk for reading difficulties, including dyslexia Based on early reading instrument results (grades K 2) and other diagnostic and assessment tools (grades 3 7) 8

11 Group Achievement Tests broad instructional emphasis Iowa Tests of Basic Skills (ITBS) Stanford Achievement Tests (SAT) High Stakes Testing STAAR Benchmark/Progress Monitor risk factor identification, instructional support, instructional response istation, AIMSweb, TPRI Texas Primary Reading Inventory, DIBELS Dynamic Indicators of Basic Early Literacy Skills, STAR Reading Enterprise, DAR 2 Diagnostic Assessments of Reading, 2nd Edition See Commissioner s List of Reading Instruments Diagnostic Assessment placement, diagnosis Wechsler Individual Achievement Test Woodcock Johnson Tests of Achievement Gray Oral Reading Test Woodcock Johnson II Tests of Cognitive Ability Wechsler Intelligence Scale for Children Benchmark/Monitor Diagnostic Assessment Brief Frequent administration Administered by classroom teacher Often group administration Immediate feedback informs instruction Lengthy Not routinely administered Administered by a professional specifically trained to do so Typically administered 1:1 No immediate feedback to teacher Benchmark School wide screening Identify at risk students Administer 2 to 3 times each year Progress Monitoring Strategic monitoring Evaluate instructional effectiveness Inform instructional goals for students receiving intervention services Administer as often as weekly 9

12 grade Kg 3 rd Book and print awareness Graphophonemic knowledge Phonemic awareness Word reading Listening comprehension Reading accuracy Reading fluency Reading comprehension h grade Kg 6 th FLUENCY Initial sound Phoneme segmentation Letter naming Nonsense word Word use Oral reading Retell t grade Kg early 1 st EARLY LITERACY Based in part on testing ti procedures in the DIBELS A downward extension of Curriculum Based Measurement (CBM) 3 Tiered model provides a continuum of support for all students TIER 1 Screening and class wide instruction 20-30% TIER 2 Supplemental/targeted, small-group interventions 5-10% TIER 3 Intensive instruction or Diagnostic Assessment Progress is closely monitored 2-5% Insufficient progress informs need for more intensive instruction Tier 1 Tier 2 Tier 3 Increasing intensity: More time Small group/1:1 More teacher expertise May be individualized Data gathering to support: Responding to intervention Insufficient response 10

13 Provide extended systematic/explicit instruction. Identified students receive additional instruction in the area(s) of weakness as indicated on the reading instrument(s): phonological awareness, word reading oral reading accuracy comprehension of text Identified students may receive an additional 30 to 45 minutes of systematic and explicit instruction each day during regular school hours. While additional assistance may be provided through after school or summer programs, these struggling students need an opportunity to receive help during the school day. Instructional activities during this extended time frame and during the regularly scheduled reading period should be research based and match the student s instructional level in reading. Provide small group instruction (one adult with 3 to 4 students). Students struggling with reading concepts may be flexibly grouped in groups of up to four children to receive intervention i help. Use highly trained professionals to deliver instruction and provide intervention. These professionals should have a deep understanding of the scientific research base for early reading. 11

14 When despite supplemental reading intervention, a child makes insufficient reading progress, educators should proceed with evaluation to identify a definitive dyslexia diagnosis. i The content of and analysis of this evaluation is described in The Dyslexia Handbook, Revised 2007, Updated 2010: Procedures Concerning Dyslexia and Related Disorders Reading disorder can be predicted with moderate accuracy at age 5. (Pennington and Lefly, 2001) At 5 years of age, children who went on to be recognized as dyslexic had poor letter knowledge, poorly developed phonological awareness, and expressive naming difficulties. (Snowling, Gallagher, Frith, 2003) 12

15 Phonological awareness deficits can be identified earlier (Kg, 1 st grade) than the resulting learning disorder. (Ball & Blachman, 1991) The prediction may not be precise enough for a definitive diagnosis, but may be adequate for screening purposes to support early intervention. (Pennington and Lefly, 2001) DEVELOPMENTAL SKILLS Phonological Awareness Rapid Naming Receptive (Interpreting words) Oral Language Expressive (Using Words) Alphabet Mastery Phonics Application Instant Word Naming Accuracy, Fluency and Efficiency Spelling Reading Comprehension Written Expression e. vennecia jackson Early Elementary Oral Language (initial screening) Phonological processing Alphabetic principle i (letter naming, sound labels) Phonics application/decoding (real & nonsense words) Isolated word naming Contextual word reading accuracy & fluency Spelling Later Elementary Oral Language (initial screening) Phonological processing Alphabetic principle (letter naming, sound labels) Phonics application/decoding (real & nonsense words) Isolated word naming Contextual word reading accuracy & fluency Spelling Written composition Middle High School Phonological processing Phonics application/decoding (real & nonsense words) Isolated word naming Contextual word reading accuracy & fluency Spelling Written composition 13

16 Early intervention Intense instruction High quality instruction Sufficient duration Appropriate accommodations Shaywitz,

17 RESOURCES FOR READING RESEARCH REPORTS, INSTRUCTION AND PROGRESS MONITORING Preventing Reading Difficulties in Young Children Snow, C.E., Burns, M.S. and Griffin, P. (Eds). (1998). Washington, D.C.: National Academies Press. National Research Council panel prepared this report to translate research-based findings into advice for parents, teachers and child care providers. Instructional techniques and lists of books and resources for use with children in kindergarten and early elementary are available in a companion document, Starting Out Right: A Guide to Promoting Children s Reading Success. Report of the National Reading Panel (NRP) National Institute of Child Health and Human Development (NICHD). (2000). Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implication for reading instruction (NIH Pub. No ) Washington, D.C.: U.S. Govt. Printing Office. NRP report summarized research selected to answer the question of what works in reading instruction. The panel focused on five components of reading: phonological awareness, phonics, fluency, vocabulary and comprehension. The report is a landmark document for evidence-based educational practice. Report of the National Early Literacy Panel (NELP) National Institute for Literacy (2009) Developing early literacy: A scientific synthesis of early literacy development and implications for intervention. The NELP report is a synthesis of research on the development of early literacy skills in children up to 5 years of age. The report was intended to provide the basis for the creation of materials that could be used by parents and educators to support young children s language and literacy development. The eleven page executive summary can be downloaded at Center on Instruction The U.S. Department of Education sponsored website provides information on research-based instruction for state and local educators striving to meet No Child Left Behind goals. The Center s homepage contains a Reading link that opens to a grades 4-12 tab with sections: Resources, Research and Exemplars. Downloadable documents contain theoretical and practical information on reading instruction. National Center on Student Progress Monitoring Center established by the USDOE Office of Special Education Programs to provide technical assistance and disseminate information on scientifically based student progress monitoring. Teachers will find guidance on how to use curriculum-based measurement (CBM) to set learning goals, differentiate instruction and track students growth in academic skills.