SCEC: Reading With Dyslexia
Newsletter #3
Virtual Screening
This year, the IDOE mandated that the following students receive the universal screener for characteristics of dyslexia:
- all K-2 students,
- 3rd graders who received dyslexia interventions in 2nd grade, and
- with a teacher's referral, 3rd-12th grade students.
In these changing times, our students screened for characteristics of dyslexia virtually. We appreciate the efforts of our teachers and staff for their dedication and persistence in testing our students. We are incredibly thankful for our parents' assistance, who helped students log on for the test.
The universal screener is essential for isolating areas of strengths and challenges associated with dyslexia and reading. Identifying characteristics of dyslexia is key to empowering, inspiring, educating, and supporting at-risk students and their families.
Everyone's support and cooperation is appreciated as we help our students become stronger readers.
Great Work, Cardinals!
What Is Dyslexia?
-IDA, 2002
SCEC Reading and Dyslexia: Next Steps, Interventions and Accommodations
Students Are Screened....What's Next?
Next Steps After the Universal Screener:
- Data review(Feb)
- Students are identified and grouped for interventions(Feb)
- Interventions with i-Ready Reading and Amira Practice continue for at-risk students(Jan-June)
- Parent conferences(Mid-Feb)
- Level I permission slips (Mid-Feb)
- Progress monitoring - every 3 wks begins (late-Feb/March) and Level I screener Process (late-Feb/March)
- Parent conferences(April-May)
- Interventions continue -June
Interventions May Support Weak Working Memory
Interventions: Daily Participation May Support Weak Working Memory
- Amira Practice with 1:1 Virtual Teaching Assistant
- iReady Reading-Interactive and Adaptive Skill Building
- ARC Foundational Skills Toolkit- Strengthens foundational skills to improve reading (optional use)
The following intervention strategies can benefit all students:
- Monitor students for indications of poor working memory
- Reduce information to be stored by providing white boards.
- Repeat, repeat, repeat.
- Give simple and brief directions.
- Provide examples.
IDA. https://dyslexiaida.org/working-memory-the-engine-for-learning/
Support and Accommodate Students With Dyslexia
Suggestions to Implement in our K-12 Classrooms:
- Extra Time- allow extra time or shorten assignments
- Accommodations-allow students to show their learning in various ways
- Assistive technology- text-to-speech apps, keyboards, audiobooks, allow alphabet strips, number lines, record and share class lectures
- Highlight Strengths-protect student's self-esteem, praise effort
- Encourage paired learning-strategy can break down barriers, increase knowledge and improve learning
- Patins link-https://www.patinsproject.org/drm/resources/dyslexia/dyslexia-resources/262-get-smart-about-specific-learning-disabilities-sld/file
Educate * Inspire* Empower
Quote of the Month
“I didn’t succeed despite my dyslexia, but because of it. It wasn’t my deficit, but my advantage. Although there are neurological trade-offs that require that I work creatively [and] smarter in reading, writing and speaking, I would never wish to be any other way than my awesome self. I love being me, regardless of the early challenges I had faced.”
-Scott Sonnen, Professional Athlete
Helpful Resources and Links:
Learning Ally. https://learningally.org/
The Yale Center for Dyslexia and Creativity
For Information, please contact:
Pamela Howard, M.A. CLDS
District Reading Specialist Trained in Dyslexia
School City of East Chicago
219-391-4192 ext. 55109
Email: phoward@ecps.org
Phone: 219-391-4192 ... 55109