Dyslexia

__Dyslexia __ Fact Sheet compiled by Maggie Wilson and Stephanie Jablonski Dyslexia is a learning disability that mostly affects an individual’s ability in certain areas of literacy, mostly in reading and writing. Characteristics of dyslexia can vary from day-to-day or minute-to-minute. **The most consistent thing about dyslexics is their inconsistency.** ** General Characteristics of dyslexia ** · Intelligent and articulate, but cannot write, read, or spell at grade level. · Talented in art, drama, music, sports, story-telling · Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words. · Can be ambidextrous, and often confuses left/right, over/under. · Can count, but has difficulty counting objects and dealing with money. · Can do arithmetic, but fails word problems; cannot grasp algebra or higher math. · Difficulty with joining letters/handwriting might be illegible · Extended hearing-easily distracted by sounds · Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness. · May be slow to learn new skills; relies heavily on memorizing without understanding · Has poor confidence and self-esteem. · May confuse small words: “to” for “at,” “said” for “and”, “does” for “goes” · Make consistent reading and spelling errors, including: o Letter reversals such as //d// for //b//. o Word reversals such as //tip// for //pit//. o Inversions such as //m// and //w// and //u// and //n//. <span style="font-size: 11pt; font-family: 'Courier New'; mso-list: Ignore; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Transpositions such as //felt// and //left//. <span style="font-size: 11pt; font-family: 'Courier New'; mso-list: Ignore; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Substitutions such as //house// and //home//. <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Often confuses arithmetic signs · Confused by letters, numbers, words, sequences, or verbal explanations. · May be slow to learn prefixes, suffixes, root words, and other reading and spelling strategies. <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· May have difficulty with planning, organizing and managing time, materials and tasks. · May have trouble with non-literal language (idioms, jokes, proverbs, slang). <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Spells phonetically and inconsistently. <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Students will “grow out of it” Have a psychological, motivational or social behavior Lazy and irresponsible Lack of participation/Classroom Behavior ** Modifications: ** ** Visual ** <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Picture glossary <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Use props <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Dramatic arts: Acting out stories ** Verbal ** ** Hands-on Strategies ** <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Tactile experiences with letters ** Accommodations for students with dyslexia: ** <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Repeat/read directions aloud. <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Working with a partner. <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Provide these students with graphic organizers for certain activities <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Provide visual displays for information/content. <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Assess students orally <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Do not grade harshly on spelling, grammar, and punctuation. <span style="font-size: 11pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Reduce their amount of homework. <span style="font-family: 'Courier New'; mso-list: Ignore; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Eliminate timed tests or reduce the number of questions. National Center for Learning Disabilities [] Christian County Association [|www.hopkinsvilledyslexia.org/commonsigns.html]
 * Kindegarten-4th Grade **
 * 5th-8th Grade **
 * Misconceptions: **
 * Academic **
 * Slow learners
 * Low reading ability equals low intelligence
 * Not putting forth any effort
 * Unmotivated to finish task/assignments and not engaged in lessons
 * Reading
 * See/Read words backwards: krof
 * Letter Reversals: dlenb
 * Does not read or see backwards. Difficulty blending sounds
 * Behavior **
 * Emotionally impaired
 * Incomplete assignments
 * Anxiety to participate in discussion
 * Stress over classroom work, reading, and pressure from home
 * Poor self-image due to social isolation
 * Environment **
 * Positive Environment
 * Maintain daily routines so they know what is expected
 * Diagrams
 * Colored Pens
 * Listening Center: books on tape
 * Oral reports
 * Oral directions and step by step instruction sheets
 * Give assignments in written and oral form
 * Use mnemonic strategies
 * Multisensory lessons
 * Use props
 * Resources: **