January Newsletter

Elementary Literacy Dyslexia

Dyslexia: Beyond the Myth


As many as one in five students have dyslexia. Undiagnosed or without special instruction, dyslexia can lead to frustration, school failure, and low self-esteem. The common myths about dyslexia are that dyslexics read backwards and reverse words and letters. While these characteristics may be part of the problem with some individuals, they are NOT the most common or most important attributes.

Dyslexia is not a disease! The word dyslexia comes from the Greek language and means poor language. Individuals with dyslexia have trouble with reading, writing, spelling and/or math although they have the ability and have had opportunities to learn. Individuals with dyslexia can learn; they just learn in a different way. Often these individuals, who have talented and productive minds, are said to have a language learning difference.


Read more....http://www.readingrockets.org/article/dyslexia-beyond-myth

DYSLEXIA A UNIVERSAL PHENOMENON

Because it is largely accepted that dyslexia is related to specific cognitive and / or neurological differences that are associated with language skills, then given that languages, and the orthographies that represent those languages, vary across the world, it might be that dyslexia varies across the world too.


Current research in various countries validates the fact that dyslexia does exist in languages other than just English. Although the way literacy develops and hence the way dyslexia manifests, may differ across two languages; a child who is dyslexic in one of those language is likely to show literacy learning problems in the other language as well.


Factors that affect the identification and treatment in other parts of the world:



  • Arabic- one of the major languages in the world – however, there is a regional variations which leads to a decrease in mutual intelligibility, which in turn makes the identification of dyslexia difficult.
  • The Chinese language presents an even greater challenge for dyslexics due to the fact that several characters can have the same pronunciation, which causes confusion especially for dyslexics.



Therefore, various factors can affect the identification and treatment of dyslexia in other countries.


· Dialectical variations

· Availability of formal schooling

· Social-economic factors

· Lack of research

· Lack of consistent testing and training in the identification of dyslexia

· Formal training for the remediation of dyslexia does not exist in many countries

· Each language has its own specific cognitive demands

Report Due dates

  • 2nd 9 weeks January 15th

  • 3rd 9 weeks April 1st

  • 4th 9 weeks June 2th

**don't forget your running records


Read more: https://docs.google.com/presentation/d/1hkyDHKWb_JtTFnqF91aIdu3X07AkG_OcEiwwjjGV2g8/edit?usp=sharing



******* Notice that the second 9 weeks combined report is different: https://docs.google.com/spreadsheets/d/19iwy59HbZqNJw4p3Xnp0hrRkLq28kcx71uhIUJKgsi8/edit?usp=sharing


I need additional information to create a staffing formula so we can continue supporting our struggling students with Dyslexia and Reading difficulties.

Professional Development for Literacy Dyslexia Interventionists: January 11, 2016

Self-reflection in your Overall Role as an Interventionist


  • Reflect on the work you have accomplished underneath each of the goals reflecting on your role as a Literacy Dyslexia Interventionist.
  • Different goals might be reflected depending on the kind of intervention you are providing (Dyslexia, Tier III, Tier II). Use the literacy share drive to share any artifacts that support your accomplishments on any of the goals.
  • Complete the Self Evaluation by the second week of January and include any additional information to support your rating no later than March 30th.
  • Complete Goals 8 & 9 by the 4th week of school. Complete the Action Steps for Goals 8 & 9 by March 30th.


More information: https://docs.google.com/a/go.lisd.net/presentation/d/1Xm3LQmgnkJXg8zVUCo1MHbxYZqk7HXALjI9Gs5O5d4E/edit?usp=sharing

Region 10 Home » Interactive Dyslexia Handbook

Welcome to the Interactive Dyslexia Handbook Website. Each chapter of the book may be accessed through the links located in the menu on the left side of the screen.help you turn the page.

Online RTI Professional Developmnet

  • Optional RTI Training for Educators: Module I: Complete the online training on the smore page between January 5, 2016 AND March 30, 2016 Submit reflection on google form embedded in the smore. Credit will be provided once all steps are completed. Modules II, Modules III and Modules IV will be develop during the Fall semester. Each of these modules will provide 2 hours credit.
  • https://sites.google.com/a/staff.lisd.net/lisd-rti-reference-guide/professional-development

LLI Kits training open to all!

Please share with your administrators!

Eduphoria link: http://www.schoolobjects.com/wshop/default.aspx?cid=15214

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RTI: How To: Calm the Agitated Student: Tools for Effective Behavior Management

Students can sometimes have emotional outbursts in school settings. This fact will not surprise many teachers, who have had repeated experience in responding to serious classroom episodes of student agitation. Such outbursts can be attributed in part to the relatively high incidence of mental health issues among children and youth. It is estimated, for example, that at least one in five students in American schools will experience a mental health disorder by adolescence (U.S. Department of Health and Human Services, 1999). But even students not identified as having behavioral or emotional disorders may occasionally have episodes of agitation triggered by situational factors such as peer bullying, frustration over poor academic performance, stressful family relationships, or perceived mistreatment by educators

Read more:

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/behavior_calm_agitated_student_Wright_16_April_2013.pdf

RTI from the IRIS Center

The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.

Read more: http://iris.peabody.vanderbilt.edu/module/rti-leaders/challenge/#content