The document discusses the importance of early reading skills and interventions for dyslexic students. It states that children who do not learn reading basics early are unlikely to learn them at all. It defines dyslexia and describes difficulties dyslexic students may experience, such as with phonemic awareness, decoding, fluency, comprehension and writing. It recommends screening students early to identify risks and providing individualized, multi-sensory instruction to meet students' needs and help them become confident, accurate readers. The document also discusses assessments and accommodations that can be provided to dyslexic students.

1. By:
Erica Klein
Jennifer Esparza
Brandy Hoesing

2. Reading is the fundamental skill upon which all formal education
depends. Research now
shows that a child who doesn’t learn the reading basics early is
unlikely to learn them at all.
Any child who doesn’t learn to read early and well will not easily
master other skills and
knowledge and is unlikely to ever flourish in school or life.
(Moats, 1999)

3. The International According to the Texas
Dyslexia Association Education
defines dyslexia as “a Code, “dyslexia means a
specific learning disorder of
disability that is constitutional origin
neurological in origin.” manifested by a difficulty
in learning to
read, write, or
spell, despite
conventional
instruction, adequate
intelligence, and
sociocultural
opportunity.”

4. A student identified as dyslexic Social-emotional difficulties
may display difficulties with:
include:
 phonemic awareness and
manipulation  frustration
 single-word decoding  slow processing
 reading fluency
 organizational
 spelling
difficulties, and
 reading comprehension, and
written expression  anxiety
Dyslexic students may also have
delays in spoken language, poor
listening skills, auditory These factors can further
processing disorders, and complicate the academic
difficulties learning directional success of dyslexic students.
components such as up-
down, or east-west.

5. Intervention and specialized reading programs offer
individualized and multi-sensory instruction that specifically
meets the needs of each dyslexic student.
The overall goal of dyslexia instruction is:
Enable dyslexic students to become more
confident, accurate, and fluent
independent readers.

6. Instruction focuses on:
•Phoneme awareness and Phonics
Elements of language including:
a. morphology,
b. semantics,
c. Syntax, and
d. pragmatics.
•Decoding
•Fluency
•Reading Comprehension
•Writing mechanics
•Handwriting skills
•Alphabet skills, and
•Spelling

7. “Inexpensive screening measures
identify at risk children in mid-
kindergarten with 85 percent accuracy”
Hall and Moats

8. • Notify parents or guardians of proposal to assess student for dyslexia
(§504)
• Inform parents or guardians of their rights under §504
• Obtain permission from the parent or guardian to assess the student
for dyslexia
• Assess student, being sure that individuals/professionals who
administer assessments have t
•raining in the evaluation of students for dyslexia and related disorders
(19 TAC §74.28)

9. Assessing students for dyslexia must involve these:
• Letter knowledge (name and associated sound)
• Reading real and nonsense words in isolation (decoding)
• Reading fluency (rate and accuracy)
•Reading comprehension
•Written spelling
•Phonological Awareness
•Rapid Naming

10. Accommodations are the way a teacher
changes how she presents information,tests
students, and has students practice new skills
so that every child has a chance to succeed.

11. ● Never force them to read aloud
● Never call on them unless they volunteer
● Make sure your classroom is a safe place to
make mistakes
● Don't force them to participate in any kind
of spelling bee.

12. ● Provide taped texts
● Permit shared reading
● Have someone read to the student
● Pre-teach concepts of vocabulary
before the unit

13. ● Provide word banks
● Have them learn a few words at a time
● Make sure they can read the weekly spelling
lists
● Don't count off for spelling
● Allow them to use spell check

14. ● Accept oral work
● Minimize copying from the board
● Appoint a note taker for that student
● Allow them to use a word processor

15. ● Accept projects
● Shorter written assignment
● Be specific about expectations
● Accept oral work

16. ● Give oral test
● Allow the test to be taken in a different
environment
● Allow more time
● Fewer Questions
● Discuss the test format ahead of time
● Readable review sheet
● Make study cards

17. ● Reduce the amount of homework
given
● Maintain a calendar
● Divide long term assignments into
stages

18. ● Say something good each day
● Watch for signs of progress
● Point out they have done well