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2. The Historical Roots of Dyslexia

Scottish medical journals described it in their Victorian society of the late nineteenth century.

Dr. W. Pringle Morgan wrote about

Percy: a 14 year old boy who was brilliant, yet couldn't read.

Earliest recorded word-blindness was in 1676

by German Doctor Johann Schmidt

Adolf Kussmaul credited with coining the term word-blindness in 1877.

Rudolf Berlin first wrote about dyslexia in 1887

Dr. James Hinshelwood publicized a clear clinical description which helped bring this disorder to the medical community.

References

Holland (1903), Germany (1903), Buenos Aires (1903), United States (1905, 1906), and France (1906).

Shaywitz, S. (2003). Overcoming dyslexia. Vintage Books: New York, NY

3. The Big Picture

Who Is Affected and What Happens over Time

August 1987 - Dr. Otis Owen, Secretary of Health and Human Services, submitted the report of the Interagency Committee on Learning Disabilities to Congress that called for Centers for the Study of Learning and Attention.

Dimensional model - unbroken continuum of reading ability and disability.

The Connecticut study indicates that reading disability affects approximately one in five children.

The Matthew effect confirmed the persistent nature of reading disability.

Part III - Summary

Helping Your Child Become a Reader

This section begins with telling a case study told through the words of a mother about her daughter Talia who was a defeated reader.

Applications

Principles to Guide Parents

The next section is about how parents and teachers can help a child to break the reading code. It also explains what must happen to help the child in a step by step fashion.

Next we encounter ways that parents can help their child become readers.

The last section talks about ways parents can help their child become a skilled reader. Working on fluency and reading comprehension.

Talia's Story

  • An effective program is tailored to the child's or adult's specific needs. Determine where the student is developmentally and focus on remediation for that student.

5. Everyone Speaks,

but Not Everyone Reads

"They told me, "We think it would be good if she buckled down and tried harder.... Maybe she just isn't as smart as you think she is." I can still hear them say, "Parents tend to think all kids are geniuses - when they are not."

  • Remediate the phonological weakness and access the higher-level thinking and reasoning strengths, to place emphasis on what needs to be worked on, as well as celebrate the strong capabilities of the student so that they do not get overlooked.

Language is innate, open-ended -

phonological module automatically assembles the phonemes at a preconscious level.

When asked after attending a reading program what the mom would tell parents.

"There is a way to teach your child. You just have to find the right method.... I would say don't give up. Try to find someone who can evaluate your child and see what way she needs to be taught. Now Talia can do anything."

Speaking is natural, and reading is not.

  • The significant adults in dyslexic child's life play an enormous role in determining the future outcome. Don't just assume that it will work itself out. Parents and teachers need to be active and work together.

Writing is merely a way of recording language by visible marks that represent the sounds of speech.

Part II - Summary

Diagnosing Dyslexia

  • Be your child's champion or cheerleader. Believe in them and make sure everyone involved is doing their part to help your child

Breaking the code: understanding that both spoken and written words are made up of smaller units of speech/sound, phonemes.

  • There are many early indicators of dyslexia like insensitivity to rhyme, retrieval difficulties, or a delay in speaking.
  • If these indicators exist, there are genetic presuppositions to dyslexia that may be present.
  • Screening may be encouraged if/when the more common indicators arise and certainly if an immediate family member is dyslexic.
  • These screenings can assist parents and teachers in finding help and resources for their student.
  • A student is diagnosed through a series of steps and observations.

7. The Working Brain Reads

Breaking the Code and Becoming a Reader

A fMRI records if thinking process activates neurons in Broca's area

causing fresh oxygenated blood to flow into regions connected to phonologic anaylysis.

Application: How does this relate to teachers?

Each participant is given a copy of their structural brain MRI — essentially a photograph of their brain anatomy, which is invariably normal in people who are dyslexic.

Is my child on the right road to reading?

Questions parents should ask in preschool and kindergarten.

Dyslexic readers show underactivation of neural pathways in the back of the brain.

Good readers show a consistent pattern at all ages of strong activation in the back of the brain with lesser activation in the front.

Early intervention can help students have success earlier in all academic areas. Knowing the signs and indicators of dyslexia does not make the classroom teacher able to diagnose, but it does help us know when to intervene and refer treatment.

Knowing what kind of assessment and treatment to refer to a parent can help a child get the help that they need to succeed.

  • Does your child know that spoken words come apart and letters represent sounds?
  • Can they easily name the letters of the alphabet?
  • Can they write the letters of the alphabet.
  • Is beginning to learn about letter sound matches.
  • Is beginning to decode simple words.
  • Is beginning to recognize sight words
  • Uses invented spellings
  • Has a growing vocabulary
  • Looks forward to reading.

Brain activations in dyslexic children appear to change with age showing increased activation in frontal regions.

Case Study: Ashley

Effective reading interventions result in brain repair developing left-side reading systems in both the front and back of the brain.

Trouble signs for reading comprehension problems.

Ashley's mother was spending up to 4 hours a night with homework, reading every part. Even then, Ashley had trouble understanding. Although she had strong support, Ashley's reading did not improve.

Ashley exhibited many typical dyslexic patterns during Stage 1 (reading test), and was evaluated at Stage 2 (learning ability). Her IQ was in the high average range, and the issue was found to be a missing "link" between written text and sound.

Her academic history, family background, and information from parents and teachers in associate with these tests led to a diagnosis.

  • Cannot answer the question "What is the book about".
  • Child does not enjoy reading.
  • Child spends the same amount of time on easy passages as he does difficult ones.
  • Child does not finish what he starts.
  • Child does not relate what he reads to things he knows.
  • Child cannot distinguish important ideas from lesser ones.
  • Child has problems making predictions.
  • Child says reading is boring or tiresome.
  • Child does not seem to get much from his reading.

6. Reading the Brain

Imaging studies can actually show someone’s brain at work as they read.

Cognitive functions can be localized within specific brain regions.

Part IV - Summary

Turning Struggling Readers into Proficient Readers

The ability to map the full neural circuitry for reading was achieved in the 1980s.

Application

Teaching the Dyslexic Child to Read

fMRI (funtional Magnetic Resonance Imaging) is the most widely used method to study the brain at work.

  • Learning to read words accurately
  • Moving from accuracy to fluency

The section begins with a case study about a boy named Sam who is a struggling reader.

The section continues with a chapter detailing the process of teaching dyslexic children to read, followed by a chapter focused solely on helping adults to improve in reading.

Finally, the book concludes with a chapter devoted to choosing the right school and another for common accommodations that may be required for dyslexic individuals.

Early intervention programs are available in schools.

- Include systematic instruction in phonemic awareness, phonics, decoding, spelling, and comprehension

  • Reading Mastery - a highly structured whole class program
  • Supplemental reading programs in addition to regular evidence-based classroom reading instruction. Ex: SRA Early Intervention in Reading, The Optimize Intervention Program, & The Read, Write, & Type! Learning System

4. Why Some Smart People Can’t Read

Alex and Gregory -

recognize a language problem,

not weakness in intelligence or visual impairment.

Phonologic model - processing distinctive sounds.

Overcoming Dyslexia

Phonemes - retrieved and ordered to make a word for either speaking of reading.

1. The Power of Knowing

Case Study

It is all about reading

Sam's Program

An ability that is extraordinary

Focused on 3 major goals:

Peculiar to the human species

Yet it is distinctly unnatural

1. To provide a proven type of reading intervention delivered with sufficient intensity by a knowledgeable teacher

2. To integrate Sam's special reading program with the rest of his regular classroom work

3. To ensure that his reading status is readily monitored

Frequently Asked Questions

But, in some there is a disconnect to interpreting the symbols into meaning.

Are there other problems that could be confused with dyslexia?

We must bridge the enormous chasm that exists between what we are learning in the laboratory and what is being applied in the classroom.

Language! A Literacy Intervention Curriculum

by: Jill Pucik,

J. Emerson,

Beth Lasley, & Danna Rodebush

Overcoming Dyslexia:

How does the need for accommodations on exams impact the kinds of work the person who is dyslexic will be able to do once he is out of school? Will he be able to "do the job"?

A new and complete science-based program for reading problems at any level.

Part I - Summary

The Nature of Reading and Dyslexia

by: Sally Shaywitz, M.D.

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