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Dyslexia

Let's get together!
by

Dora Mitchell

on 28 April 2010

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Transcript of Dyslexia

Dyslexia:
Reading Disorders,
Their Identification,
&
Intervention
Dr. Stephen G. Zecker
Northwestern University Activity:
1. Divide into groups by division.
2. Brainstorm what you know about dyslexia.
3. Pick 1 fact your group feels should be the most important fact academic support people should know about dyslexia.
3. Decide on a second fact you think is important for the general public to know.
4. Circulate the room and visit each group. While you are there, share your group's fact and then collect a fact to add to your list.
5. Return to your group!
"We should not focus just on the reading part of dyslexia, but rather, on the entire profile of strengths and weaknesses. In the future, looking at (and understanding) someone with dyslexia as having a brain that may be diffusely atypical will allow us to use a diagnostic and treatment model better than today's and to consider people who may have deficits and high skills at once, without forcing these individuals into one specific LD Scheme ."
-Jeffrey W. Gilger, Ph.D. Topics you might consider as you brainstorm:

Defining dyslexia: What is it?

Causes of dyslexia

Diagnosis of dyslexia

Models of instruction

Effects of dyslexia (can be good or bad)
Accomodations
Available technologies that help people with dyslexia Another approach to identification- a physiological measure: What does BioMARK do?
•Objectively assesses the neural processing of sound
•Uses a speech-like syllable (/da/) with the characteristics of sound that present difficulties for some individuals with reading and auditory processing disorders
Facts about BioMARK:
•Can be obtained with kids as young as 3 years old

•Used as a supplement to other clinical measures

•Findings show a correlation between the stimulus and the brain stem’s response to the stimulus

•In a dyslexic child, the brain stem’s response to the stimulus is slower and the intensity of the response is less because the speed of conduction of the signal is slower

•Deficits that dyslexics have are subtle, but highly significant
•2-3% of normally achieving children have abnormal BioMARK responses; about 60% of dyslexics do

•BioMARK predicts those kids who will best benefit from BioMARK training

•Brainstem response to speech is plastic- it can be trained

•Results show with BioMARK training and additional phonological awareness instruction, reading improves
Multi-disciplinary teams are more
effective in approaching multi-faceted
challenges such as dyslexia.
- Speech and Language, Occupational Therapy
Full transcript