Secondary 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.
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
Professional Development for Literacy Dyslexia Interventionists: January 11, 2016
All Levels: Literacy Dyslexia Interventionists Kinesthetic Comprehension and WRMT-III
2015-16 Dyslexia MS Student Review Subcommitte
Dyslexia Subcommittee chairs:
Here is the link to document when you meet with your subcommittee to decide on dismissal, or continue.
Please remind your teams that they need to contact you to review their students prior the 504 meeting.
How is the luncheon going?
We will share the information with those that have students during this time.
Jonita and Kelly,
If you can do a quick check with everybody on how we are doing : https://docs.google.com/a/go.lisd.net/document/d/1abfbsCps25oMCR-hfbd2Q5da8ILe_O2qDhiki9CIoDo/edit?usp=sharing
I think we are going to ahead and do the luncheon at Purnell as planned.