The Dyslexia Checklist

A Practical Reference for Parents and Teachers

Presented by Kathy Bass

Understanding Dyslexia
The International Dyslexia Association defines dyslexia as a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge (Rief & Stern, 2010).

Other Common Problems

Memory Sequencing Executive functioning Processing Speed Writing Motor skills and coordination Emotional Functioning Dysgraphia
(Reif & Stern, 2010)

Common Strengths and Positive Characteristics

Gifted and talented art, music, athletics, drama, intellectual pursuits Visual-spatial thinking / 3-D awareness Strong technical or mechanical aptitude Imaginative and creative Innovative, Out of the box thinkers Resourceful, Resilient, Persistent
(Rief & Stern, 2010)

Instructional Design
Students with dyslexia need specific instructions in order to maximize their learning.

Direct and explicit

Dont assume prior knowledge base One skill at a time Specific procedures and teacher modeling Guided and independent practice Immediate feedback
(Rief & Stern, 2010)

Systematic and structured

Basic to mastery teach foundation of skills in order, filling in gaps Minimizes confusion and helps student see patterns Auditory, visual, tactile-kinesthetic Songs, pictures, hands-on

Multisensory

Research validated curriculum Sufficient time Small group or individual Monitor progress to guide instruction
(Rief & Stern, 2010)

Emotional Support
Students with dyslexia have average and above average intelligence, but they need to be reassured.

Ongoing support, encouragement and advocacy Mentor Encourage and guide them Be optimistic about their ability to achieve goals for the future Give them opportunities to develop strengths and interests Gentle reminders during frustration Communications
(Rief & Stern, 2010)

Educational Support
Students with dyslexia need opportunities to be successful in academics.

Accommodations and Modifications Early identification and placement Team work and Communications (teacher, student, parent, specialist) Knowledge of dyslexia Knowledge of available resources Flexibility (Rief & Stern, 2010)

How Teachers Can Help

Encourage oral participation in discussions Offer project based assessments Be aware of your grading objective (content v. mechanics) (content area subjects) Technology based assignments Provide graphic organizers and study guides Teach goal setting, organizational skills Encourage students to read anything, read at home, read during summer

How Parents Can Help

Discuss dyslexia at age-appropriate level Build self-esteem Advocate learn about dyslexia, student rights (Texas laws), communicate with school Homework

Set schedules and routines Help with organization and time management Monitor and review assignments Allow study breaks Student choice in reading materials

Resources

International Dyslexia Association www.interdys.org LD Online www.ldonline.org The Dyslexia Handbook http://www.region10.org/dyslexia/links/dyslexia-handbookenglish/ Dyslexia Awareness and Resource Center www.dyslexiacenter.org School district reading and dyslexia specialists

Reference
Rief, S. F., & Stern, J. M. (2010). The dyslexia checklist. San Francisco, CA: Jossey-Bass.