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

2. Intelligence and Dyslexia

• Dyslexic individuals can be highly intelligent and excel in various fields

3. Dyslexia is a visual problem

• No scientific evidence supports vision therapy, filters, or lenses as cures
• Treatment is educational, not visual

4. 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