Dyslexia for Middle Schools - PowerPoint Presentation

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Dyslexia for Middle Schoolshttp://goo.gl/FsR5Gu

Karen Robinson

Literacy Specialist

Southeast Arkansas Educational Service CooperativeSlide2

What is Dyslexia?How do you identify characteristics?What can you do as a classroom teacher?

Essential QuestionsSlide3

What is Dyslexia?Slide4

Dyslexia is a specific learning disability that is neurological

in origin

.

It is

characterized

by difficulties with accurate and/or fluent word recognition and by poor spelling and decodingabilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences mayinclude problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.Adopted by the Board of Directors, International Dyslexia Association: November 2002

Research Based DefinitionSlide5

Underlying Cause

•

Phonological

Awareness

Characteristics

Difficulty in reading words in isolation• Decoding pseudo or unfamiliar words• Fluency• Spelling

OutcomesDifficulty in Reading comprehensionVocabulary and background knowledgeADE Dyslexia Resource Guide Appendix D

DyslexiaSlide6

Are the reading, spelling, and phonological processing

deficits unexpected? Does the student demonstrate

cognitive ability to support age-level academic learning?Slide7

What can you do?

Professional development

•

Implementing a Comprehensive

Literacy Framework

Arkansas IDEASFive Dyslexia coursesDon’t assume that a boxed program will meet every student’s needs.Slide8

Arkansas Dyslexia Resource

Guide

Appendix D

Audio

version of reading materialWhen possible, grade on content, not mechanicsPeer note-takerRecord class discussions (or lectures)Dictate responses to teacher, peer, paraprofessionalVoice recognition softwareAllow typed assignments

Oral

testingExtended timeAccommodationsSlide9

The student needs a teacher whounderstands his or her frustration.

Most importantly…Slide10

Teach Vocabulary ExplicitlyMorphologyPre-Teach VocabularyVocabulary

Strategy

Use games to review vocabulary

Use speech-to-text software

Strategies for the ClassroomSlide11

Draw a circle on your paper.Divide it into 3 parts that represent the percentage of origin that English words are made up of:LatinGreek

Anglo Saxon

Word OriginsSlide12
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Word

Origins and Structure:

Framework for Decoding and Spelling

Henry, M. 2003. Unlocking LiteracySlide14

Morphology is the study of the structure and form of words in language, including inflection, derivation, and the formation of compounds.

What is morphology?Slide15

A morpheme is the smallest unit of meaning.Cat = 1 morphemeCats = 2 morphemesFinger = 1 morphemeinterruption = 3 morphemes

Photographic = 3 morphemes

MorphemesSlide16

Free MorphemesBase wordsBound morphemesPrefixes

Suffixes

Roots

Combining forms

Types of MorphemesSlide17

Four Part Mental Processing SystemSlide18

Sometimes I go to the phrontistery.At the phrontistery

, I can broaden my understanding of the world.

Definition: A place or establishment for thinking, studying, or learning.

phrontisterySlide19

Big Words Come From Little WordsSlide20

Graves recommends that teachers provide explicit instruction in the most frequently used prefixes. White, Sowell and Yanagihara suggest teaching prefixes in the order of their frequency.

These researchers found that twenty prefixes account for about 97 percent of the

the

prefixed words in printed school English. Four prefixes (un-, re-, in-, and dis-) account for about 58 percent of prefixed words.

- White, Sowell, and YanagiharaPrefixesSlide21

The essential function of a suffix is to indicate the part of speech of a particular word. When it comes to understanding what a word means, the suffix is the least important component.Only a few suffixes merit intensive scrutiny.

Rasinski

,

Padak

, Newton, and Newton (2008)

SuffixesSlide22

Some prefixes are not consistent in meaning. Sometimes the removal of what appears to be a prefix leaves no meaningful root

word

.

Sometimes the removal of what

appears to

be a prefix or a suffix leaves a word that is not obviously related in meaning to the whole word.Limitations of AffixesSlide23

A word root is a word part that means something. When a root appears inside a word, it lends its meaning to the word and helps create the word’s meaning.Words that contain the same root also share meaning. We call these cognates.The root conveys sound and meaning.

~

Greek and Latin Roots Keys to Building Vocabulary,

Rasinski

, et al

Greek and Latin RootsSlide24

Word Spoke ActivitySlide25

Circle the prefixes and suffixes.Underline the vowels in the uncircled part(s) of the word.Read the word by parts or syllables.

Read the whole word and confirm its pronunciation.

-

Teaching Reading Sourcebook, p. 309

Flexible Strategy for Reading Big WordsSlide26

Students benefit from being explicitly taught how to use context clues as a word-solving strategy. - Adapted from Ganske, Word Journeys

Context CluesSlide27

1. Look for context clues

in the words, phrases, and sentences surrounding the unfamiliar word.

2.

Look

for word-part clues

within the unfamiliar word.Try to break the word into parts.Look at the root word. What does it mean?Look at the prefix. What does it mean?Look at the suffix. What does it mean?Put the meanings of the word parts together. What is the meaning of the whole word?3. Guess the word’s meaning using steps 1 and 2.4. Try out your meaning in the original sentence to check whether or not it makes sense in context.5. Use the dictionary, if necessary, to confirm your meaning. - Adapted from Teaching Reading SourcebookThe Vocabulary StrategySlide28

Older struggling readers/spellers may need: Basic phonics instruction coupled with phonemic awareness

Instruction in word attack skills for

single

syllable words

Instruction in word attack skills for

multi-syllabic words - Teaching Reading Sourcebook, p. 194Struggling Older ReadersSlide29

Pre-Assessment Vocabulary InstructionSlide30

Explicit TeachingActivitiesGames

Vocabulary BuildingSlide31

5 Step Process for Teaching Vocabulary Slide32

tranquility

Calm, relaxing, stress-freeSlide33
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Marzano SuggestsEffective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. These include: comparing and contrasting, classifying, and creating metaphors and analogies.

Students should play with words using challenging and engaging vocabulary games.Slide39

Teaching word parts (prefixes, root words, suffixes) enhances student understanding of the word.Different types of words require different types of instruction.Students should discuss the terms they are learning through cooperative learning activities.

Marzano continued…Slide40

Developing Effective Practices in Vocabulary Instruction

Increase Students

Decrease Students

Time for reading

Use of varied, rich text

Opportunities for students to hear or use words in natural sentence contextsConnect new words to already learned wordsOpportunities for making inferencesLooking up definitionsWrite sentences before they know wordAssessments asking for single definitionsUsing context as a highly reliable tool for increasing comprehensionNotion that all words must be defined for comprehensionSlide41

Discussion Starter WebSlide42

FrontloadingSlide43

Frontloading: Modified KWLSlide44

Ask a Question…JeopardySlide45

Talk a Mile a MinuteSlide46

LincolnKennedyWashingtonF.D.RooseveltObama

G.W. Bush

Reagan

Clinton

Nixon

American PresidentsSlide47

FloridaNew YorkCaliforniaUtahTexasOklahoma

Louisiana

Mississippi

Alabama

StatesSlide48

Terms involved in MeasurementTerms used in creating a resume’Terms used in creating a balanced dietPercussion instrumentsGeometry terms

Terms used when sewing

Chemistry lab terms

Other IdeasSlide49

Other Word Games

Pictionary

Name that Category

Crossword puzzles

Taboo

OutburstScattergoriesMagic SquaresSlide50

Vocabulary NotebookSlide51

Post AssessmentSlide52

Learning Ally

BookShare

SpeakIt

! for Google

Audio

recordingDragon Dictation (and other speech-to-text applications)Word prediction (Co-Writer and other apps)ToolsSlide53

What is Dyslexia?How do you identify characteristics?What can you do as a classroom teacher?

Essential QuestionsSlide54

Karen Robinson

Literacy Specialist

Southeast Co-Op

(870)367-6848 ext. 4823 Office

(870)723-3875 cell

Contact Information