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

  1. 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
  1. Intelligence and Dyslexia
  • Dyslexic individuals can be highly intelligent and excel in various fields
  1. Dyslexia is a visual problem
  • No scientific evidence supports vision therapy, filters, or lenses as cures
  • Treatment is educational, not visual
  1. 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