What is Dyslexia?
Dyslexia is not solely a medical term and more recently has been included in many school-based evaluations and IEPs. Developmental dyslexia is one type of learning disorder that is not explained by intellectual or environmental factors. It is a neurobiological disorder that a child will not "grow out of" and will not get better with time alone. It is correlated with some cognitive processes differences, including processing, rapid naming, and at times attentional functions. Intervention should be targeted specifically to the skills associated with understanding the symbolic nature of text, its relationship to sounds and morphological patterns. Finally, using intentional and intensive practice in conjunction with learning the rules and orthography of the language leads to meaningful changes not only in skill but in fluency as well.
Developmental dyslexia (vs. aquired dyslexia) can be identified early and shown to be responsive to research-based interventions when used intensively and with fidelity. Schools must consider a dyslexia diagnosis, with its correlating research-based interventions, as part of a plan for remediation.
Reading fluency is an important component of any dyslexia remediation program. Reading fluency is the most retractable area of the disorder, and one that can respond to intensive interventions as well.
Dr. Kelly is a specialist in the field of dyslexia and has presented at various institutions for professional development. Dr. Kelly offers FREE in-school and organizational training presentations on reading and its related disorders. Contact Dr. Kelly for more information. The following are some of the related dyslexia presentations given by Dr. Kelly :
Reading and the Brain
The Science of Learning to Read
Dyslexia in the Summer: A Parent Guide
Reading Comprehension in a Nutshell
Dyslexia in an IEP
DYSLEXIA DEPOT is another website developed by Dr. Kelly and dedicated to the understanding and remediation of dyslexia
Dyslexia is not solely a medical term and more recently has been included in many school-based evaluations and IEPs. Developmental dyslexia is one type of learning disorder that is not explained by intellectual or environmental factors. It is a neurobiological disorder that a child will not "grow out of" and will not get better with time alone. It is correlated with some cognitive processes differences, including processing, rapid naming, and at times attentional functions. Intervention should be targeted specifically to the skills associated with understanding the symbolic nature of text, its relationship to sounds and morphological patterns. Finally, using intentional and intensive practice in conjunction with learning the rules and orthography of the language leads to meaningful changes not only in skill but in fluency as well.
Developmental dyslexia (vs. aquired dyslexia) can be identified early and shown to be responsive to research-based interventions when used intensively and with fidelity. Schools must consider a dyslexia diagnosis, with its correlating research-based interventions, as part of a plan for remediation.
Reading fluency is an important component of any dyslexia remediation program. Reading fluency is the most retractable area of the disorder, and one that can respond to intensive interventions as well.
Dr. Kelly is a specialist in the field of dyslexia and has presented at various institutions for professional development. Dr. Kelly offers FREE in-school and organizational training presentations on reading and its related disorders. Contact Dr. Kelly for more information. The following are some of the related dyslexia presentations given by Dr. Kelly :
Reading and the Brain
The Science of Learning to Read
Dyslexia in the Summer: A Parent Guide
Reading Comprehension in a Nutshell
Dyslexia in an IEP
DYSLEXIA DEPOT is another website developed by Dr. Kelly and dedicated to the understanding and remediation of dyslexia
ReAD.IT is offered as a research-based alternative to in-school reading remediation intervention for dyslexic students. It can be considered specially-designed instruction as part of a student's IEP to improve reading skill aquisition, fluency and automaticity and can be funded through a school district.
ReAD.IT is based on the most recent research-based interventions for dyslexic students, including intensive work in phonology, morphology, and etymology. Instruction is delivered in a speech to text format using multi-sensory methodology, as well as daily guided oral reading. The comprehensive program includes an initial reading screening and a follow-up screening to determine responsiveness to the program. Students often experience a significant improvement in decoding skills following program completion, with ongoing improvement in the generalization of such skills over the following year. Given that the program uses research-based methodologies with improvement noted in reading skill and reading fluency, ReAD.IT allows school districts to meet students' educational needs in a shortened amount of time.
Dyslexia Defined
ReAD.IT is based on the most recent research-based interventions for dyslexic students, including intensive work in phonology, morphology, and etymology. Instruction is delivered in a speech to text format using multi-sensory methodology, as well as daily guided oral reading. The comprehensive program includes an initial reading screening and a follow-up screening to determine responsiveness to the program. Students often experience a significant improvement in decoding skills following program completion, with ongoing improvement in the generalization of such skills over the following year. Given that the program uses research-based methodologies with improvement noted in reading skill and reading fluency, ReAD.IT allows school districts to meet students' educational needs in a shortened amount of time.
Dyslexia Defined
- From The Neurobiology of Reading and Dyslexia
- by Sally E. Shaywitz, M.D., and Bennett A. Shaywitz, M.D.
- Developmental dyslexia is characterized by an unexpected difficulty in reading experienced by children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading. It represents one of the most common problems affecting children and adults; in the United States, the prevalence of dyslexia is estimated to range from five to 17 percent of school-aged children, with as many as 40 percent of the entire population reading below grade level. Dyslexia (or specific reading disability) is the most common and most carefully studied of the learning disabilities, affecting 80 percent of all individuals identified as learning disabled.
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Resources for Parents Headstrong Nation
Books The Complete IEP Guide: How to Advocate for Your Special Ed Child, by Lawrence M. Siegel, Nolo Press, 2001 Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It, by Mark Seidenberg, Basic Books 2017 Podcast Hard Words: Why Aren’t Kids Being Taught To Read?, by Emily Hanford, APM 2018 www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arentbeing-taught-to-read isntteaching-reading-right |