Learning with Dyslexia
2019-2020 KINDERGARTEN & FIRST GRADE
Fun Fact:
About 70-80% of children who are placed in special education for learning disabilities are Dyslexic.
“Dyslexia is not a pigeonhole to say you can’t do anything. It is an opportunity and a possibility to learn differently. You have magical brains, they just process differently. Don’t feel like you should be held back by it.” - Her Royal Highness Princess Beatrice Elizabeth Mary of York
LSC Dyslexia Timelines
2nd Grade RTI Timelines:
- RTI for "at risk" (6-8 weeks): November 4th - December 20th
- Level 1 screening (as needed): January 20th - 31st
- RTI for "at risk": February 18th - April 10th
- Level 2 Screening (as needed): April 13th-24th
Kindergarten & 1st Grade Timelines:
- Universal Screening: February 3rd- 21st
- RTI for "at risk" (6-8 weeks): March 2nd- April 17th
- Level 1 Screening (as needed): April 20th - May 8th
- RTI for "at risk"/Level 2 Screen: Fall of 2020
Screeners
Universal Screners
- NWEA Skills checklist: Phonological Awareness (K-12)
- NWEA Skills Checklist: Phoneme Identification (K-12)
- NWEA Skills Checklist: Letter Identification (K-12)
- NWEA Skills Checklist: Consonant Blends and Digraphs (K-12)
- NWEA Skills Checklist: Phonics: Matching Letters to Sound (K-8)
- Words Their Way Spelling Inventory
- Arkansas Rapid Letter Naming
NWEA Skills Checklists
How to access NWEA checklist scores tutorial:
Words Their Way
Words Their Way Tutorial:
https://www.youtube.com/watch?v=CqtoZG5mfTI
Spelling Inventory Directions:
https://mypearsontraining.com/assets/files/documents/Directions_Inventories_1555356130.pdf
Primary Spelling Inventory Word List:
https://mypearsontraining.com/assets/files/documents/Primary_Spelling_Inventory_1555356177.pdf
Primary Spelling Feature Guide:
https://mypearsontraining.com/assets/files/documents/Primary_FeatureGuide_1555356648.pdf
The Arkansas Rapid Automatized Naming Screener (AR-RAN)
Rapid Automatized Naming-- What you Need to Know:
AR-RAN Tutorial: https://www.youtube.com/watch?v=ExGBxZRWqM8&feature=youtu.be
AR-RAN Screening Resources:
AR-RAN FAQ:
Universal Screener Results
NWEA:
Red/At Risk: 0% to 40%
Yellow/At Some Risk: > 40% to <80%
A-RAN:
Red/At Risk: Students that fall at or below the 20th percentile
Yellow/At Some Risk: Students that fall at or below the 30th percentile
Words their Way/Spelling Stages: (Second Grade ONLY)
Red/At Risk: Emergent & Early Letter Name-Alphabetic
Yellow/At Some Risk: Middle and Late Letter Name - Alphabetic
Green/Benchmark: Early Within Word Pattern
Words their Way/Spelling Stages: (First Grade ONLY)
Red/At Risk: Early Letter Name - Alphabetic
Yellow/At Some Risk: Middle Letter Name - Alphabetic
Green/Benchmark: Late Letter Name - Alphabetic
Words their Way/Spelling Stages: (Kindergarten ONLY)
Red/At Risk: Emergent
Yellow/At Some Risk: Early Letter Name - Alphabetic
Green/Benchmark: Middle Letter Name- Alphabetic
Recording Data
Level 1 Screener (This will be given by the Reading Specialist)
Phonological & Phonemic Awareness
1.) Heggerty Adding Phonemes Strand Assessment, Deleting Phonemes Strand Assessment, and Substituting Phonemes Strand Assessment (212+) (Use all three in addition to Heggerty 2nd Grade and above PA Intervention Screening from universal screener)
Alphabet Knowledge
*Use errors from initial screener*
Sound Symbol Recognition
1.) NWEA Skills Checklist: Reading Syllable Types- CVC-CVCe-R-Controlled (NWEA Reading K-2: 2006)
2.) NWEA Skills Checklist: Reading Vowel-Digraphs-Diphthongs (NWEA Reading K-2Z: 2006)
Decoding Skills
1.) NWEA Skills Checklist: Reading Decoding Patterns-Word Families (NWEA Reading K-2: 2006)
2.) NWEA Skills Checklist: Reading Decoding Multi-Syllable Words (NWEA Reading K-2: 2006)
Rapid Naming
*Use errors from initial screener*
Encoding
Unedited writing sample or dictated spelling: can use curriculum-based measurement (CBM) from intervention Central
· 1st & 2nd CBM measuring WSC (words spelled correctly)
· Kindergarten PALS-K Spelling Inventory
Level 1 Screener Results
Heggerty: Phonological Awareness:
Red/At Risk: 119 or fewer
Yellow/At Risk: 134-120
Green/Benchmark: 150-135
Writing Curriculum Based Measurement: (Words Spelled Correctly)2nd Grade
Red/At Risk: Emergent- 6 or lower
Yellow/At Some Risk: 9-7
Green/Benchmark: 10 or more
Writing Curriculum Based Measurement: (Words Spelled Correctly)1st Grade
Red/At Risk- Emergent- 2 or lower
Yellow/At Some Risk – 3
Green – 4 or more
K PALS Spelling Inventory: Kindergarten
Red/At Risk- Emergent: 0- 5
Yellow/At Some Risk: 6-10
Green: 11-15
NWEA:
Red/At Risk: 0% to 40%
Yellow/At Some Risk: >40% to <80%
Interventions
Research Based Intervention
Multi-Sensory Instruction:
- Multi-sensory learning involves the use of visual, auditory, and kinesthetic -tactile pathways simultaneously to enhance memory and learning of written language. Links are consistently made between the visual (language we see) , auditory (language we hear) , and kinesthetic-tactile (language symbols we feel) pathways in learning to read and spell.
"Neurons that Fire Together, Wire Together"
Seeing Stars & LiPS:
- Lead Title 1 Teachers are being trained in the programs: Seeing Stars & LiPS Lindamood-Bell
- Seeing Stars Tutorial: https://www.youtube.com/watch?v=DYb3XJN--r4
- Lindamood-Bell Information: https://lindamoodbell.com/category/dyslexia
- Example Lesson: https://www.youtube.com/watch?v=0U93oXBLJD
Michael Heggerty:
- Heggerty Resources: https://www.heggerty.org/
- How to make it multi-Sensory adding hand motions: https://www.youtube.com/playlist?list=PLqsyZlEkrFNqOwDChnYX8w01C7YzBwa3X
- You can find progress monitoring assessments on Heggerty Website
What Is Dyslexia?
Dyslexia:
Dyslexia is a neurological disorder in individuals who, despite conventional classroom experiences, fail to attain language skills. Varying in degrees of severity, it is manifested by difficulties in receptive and expressive language, including phonological processing, in reading, writing, spelling, handwriting, and sometimes in arithmetic.
Dyslexia is not the result of lack of motivation, sensory impairment, inadequate instructional or environmental opportunities, or other limiting conditions, but may occur together with these conditions.
Although dyslexia is lifelong, individuals with dyslexia frequently respond successfully to timely and appropriate intervention
Dyslexia Warning Signs: What to Look For!
- Difficulty in learning to read, write, spell, and do arithmetic
- Difficulty in following oral and written instructions
- Illegible handwriting
- Difficulty in staying on task
- Easily distracted
- Confusion in sequence of letters and symbols: ex: b/d, quite/quiet, was/saw, 18/81
- Delayed spoken language
- Confusion about directions in space, time, left/right, up/down, North/South, yesterday/tomorrow
- High level of frustration
- Difficulty in retaining information
- More than average test-taking anxiety
- Increased or reduced energy level
- Immaturity
Training
LiPS: Title 1 Lead Teachers
- January 7th 8:30-1:30pm
- January 9th 8:30-1:30pm
- January 23rd 8:30-1:30pm
- January 28th 8:30-1:30pm
- January 30th 8:30-1:30pm
Universal Screener: Kindergarten & First Grade Teachers
- Miami: January 14th @ 3:30-5:00pm
- Miller: January 15th @ 3:30-5:00pm
- Vinton: January 16th @ 3:30-5:00pm
- Glen Acres: January 22nd @ 3:30-5:00pm
- Murdock & Oakland: January 23rd @ 3:30-5:00pm (AT OAKLAND)
- Earhart: January 27th @ 3:30-5:00pm
- Edgelea: January 29th @ 3:30-5:00pm