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Dyslexia 101: Myths and Facts
Jul 14, 2024
Dyslexia 101: Myths and Facts Lecture Notes
Opening Remarks
Welcome message and introduction to the session
Poll to identify audience (parents, teachers, administrators, specialists)
Notice about recording and resources to be shared
Use Q&A box for specific questions
Speaker introductions: Margie Gillingham (founder and president) and Chris Cohen (new VP, mentor since 2011)
Participants mainly teachers, parents, administrators, and specialists
Key Questions Addressed
What is dyslexia?
Common myths about dyslexia
Important instructional considerations for teaching students with dyslexia
How to identify students with dyslexia
Challenges that may co-occur with dyslexia
Understanding Dyslexia
Definition
: Brain-based learning disability affecting reading and spelling
International Dyslexia Association's definition highlighted
Difficulty with accurate and fluent word recognition
Not related to intelligence, due to language processing in left hemisphere
Secondary consequences: Reading comprehension difficulties, reduced vocabulary growth
Neuroimaging
: Brain looks different when comparing dyslexic and non-dyslexic readers
Studies show less activation in parts of the brain that process written language in dyslexic individuals
Myths about Dyslexia
People with dyslexia cannot learn to read
Requires effort and support
Exists on a continuum (mild to severe)
Based on phonological processing abilities
Instruction can help rewire the brain
Intelligence and Dyslexia
Dyslexic individuals can be highly intelligent and excel in various fields
Dyslexia is a visual problem
No scientific evidence supports vision therapy, filters, or lenses as cures
Treatment is educational, not visual
Standardized Phonological Processing Tests
Some students may perform fine on tests but still be dyslexic
Must look at the broader picture (spelling, word reading, fluency)
Effective Instruction for Dyslexic Students: Structured Literacy
Elements
: Phonemic awareness, phonics, spelling, vocabulary, morphology, comprehension, writing, syntax
Principles
: Explicit, systematic, multimodal instruction
Corrective feedback, diagnostic-prescriptive approach, deliberate practice
Multimodal Instruction
: Using several senses; language by ear, eye, mouth, hand
Importance of Progress Monitoring and Early Intervention
Regular assessments needed to track student progress
Dyslexia Paradox
: Often not identified until upper grades, but early intervention is critical
Screening
: Valuable for early identification of at-risk students
Use of tools like DIBELS 8 and Acadians
Importance of family history in diagnosis
Comorbidities and Complexities
Dyslexia often occurs with other conditions, e.g., dysgraphia, dyscalculia, ADHD
Behavioral impacts: Anxiety, depression, avoidance behaviors
Each student's profile is unique
Q&A and Additional Information
Resource links shared for further reading and support
Importance of knowledge and advocacy for parents
Closing Remarks
Contact information and resources available on Literacy How website
Encouragement to reach out for more information
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Full transcript