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Dyslexia
​Hope and Help





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ReAD.IT is a 16-week reading fluency intensive program that is provided in the clinic for children who have not responded to alte rnative reading programs.  Children come into the office once weekly for a 3-hour period and learn to read using the structure of the English language and patterns associated with spelling. 

ReAD.IT is based on the most recent research-based interventions for dyslexic students, including intensive work in phonology and morphology, repeated reading, and speed drills delivered in a 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 dramatic improvement following completion.  

ReAD.IT is a Structured Literacy program.  Structured Literacy instruction is systematic and cumulative. Systematic means that the material follows the logical order of the English language. The sequence begins with reading instruction where the student is fully able to decode text moving up to more complex and multisyllabic text, progressing gradually. 
All reading instruction is explicitly taught in this manner.  

That said, all instruction is based on ongoing monitoring and assessment, until the student is efficient and automatic with the text. Automaticity is important to help understand the ease and efficiency with which the student is able to process the reading material.

This program is designed for students in elementary through high school.  Pre and post testing is conducted, with ongoing monitoring also provided weekly.  

In addition, ReAD.IT is offered as a research-based alternative to in-school reading remediation intervention for dyslexic students and has shown to improve the reading fluency of dyslexic or reading disabled learners. It can be considered specially-designed instruction as part of a student's IEP to improve reading fluency and automaticity and can be funded through a school district, including use of COVID Compensatory Funding allocated to districts to help make up for lost growth due to the pandemic.

In addition, ReAD.IT Comprehension is also offered as an intensive reading comprehension program using visual imagery as a means to increase the reader's ability to comprehend text.  Contact the office to learn more.


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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. 

Dyslexia Defined
  • From The Neurobiology of Reading and Dyslexia
  1. ​​​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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DYSLEXIA DEPOT is another website developed by Dr. Kelly and dedicated to the understanding and remediation of dyslexia​



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Get the Facts
  • ​neurobiological basis (heritable)
  • persistent and chronic 
  • genetic basis
  • 1/4 to 2/3rd of children have a parent with dyslexia
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  • ACADEMIC IMPACT  
  • 74% of reading disabled 3rd graders remain disabled in 9th grade. 
  • Affects at least 10 mil­lion children, or approximately 1 child in 5.
 
  • IMPACT ON MENTAL HEALTH
  • Shame Affect-starting as early as kindergarten
  • 50% of American adults are unable to read an eighth-grade-level book.
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  • EARLY INTERVENTION
  • Differences between readers and non-readers relates to the amount of exposures to written words
    <1 minute reading per day per year
     = 8,000 words
    20 minutes per day per year
    = 1.8 million words
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  • 80% of children reading below the 15th percentile in the beginning of grade 1 read at or above grade level by the end of first grade with intensive (40-80 hours) of 1-1 instruction (Vellutino et al, 1996)




Resources for Parents
Headstrong Nation 
  • a non-profit dedicated to serving the dyslexic community.  
International Dyslexia Association (IDA)
  •  a non-profit organization dedicated to helping dyslexic individuals
  • contains information on dyslexia, an online bookstore, and much more​
 Ghotit Dyslexia Software
  • http://www.ghotit.com
BrainPop
  • www.brainpop.com
Study Dog
  • computer-based program
  • aligned with the findings of the NRP
  • Link: http://www.studydog.com/

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 
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  • Home
  • About
  • Neuropsychological Evaluations
  • Referrals
  • Dyslexia
  • Homeschooling Dyslexia
  • FAQ
  • Forms
  • Contact
  • ReAD.IT Store