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Identifying dyslexia in elementary classrooms: a professional development curriculum

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Identifying dyslexia in elementary classrooms: a professional development curriculum

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Content Running head: IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS:
A PROFESSIONAL DEVELOPMENT CURRICULUM
by
Brian Christopher Dye-Inouye
A Dissertation Presented to the
FA CUL TY OF THE USC ROS SIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2020
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Copyright 2020 Brian Christopher Inouye
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 2
ACKNOWLEDGEMENTS
I would like to thank my dissertation committee members. Dr. Helena Seli for your
educational insights. Thank you, Dr. David Cash, for your encouragement of me throughout this
doctoral program and for your lessons on what being an effective transformative leader is all
about - to have the courage to be the one to stand in the gap for students no matter the cost.
Thank you especially to my dissertation chair Dr. Kenneth Yates for your modeling of what an
effective teacher should look like. Thank you for your patience, insights, encouragement, and
guidance throughout this dissertation process. I would like to thank my Thursday Night Cohort
colleagues for the encouragement and partnership in this endeavor we've been on. I want to
especially thank my writing partners and fellow dissertation cohort members, the USC Squad:
Julie, Robin, and Melissa! Thank you for your encouragement, laughter, and comradery -
Well Done my friends!
I would like to thank my extended family the Moorman's and Schulz' for your
knowledge and encouragement - especially to Heather and Jill for your expertise as Dyslexia
Intervention Specialists and to Seth and David for your friendship.
Thank you to my parents Chris and Katherine Inouye and David and Rose Dye, and my
brothers Aaron, Ian, Jason, Nolan, and Owen for all of your love and support throughout my life.
Finally, to my family: my wife Dawn, and my sons Patrick and Carson. Thank you for
your love and patience as daddy was "at school" or off "doing homework" for so many years. I
love you very much! Remember always: 1 Peter 4: 11 - If anyone speaks they should do so as
one who speaks the very words of God. If anyone serves, they should do so with the strength
God provides, so that in all things God may be praised through Jesus Christ. To Him be the
glory and the power for ever and ever. Amen.
No matter what ... Fight On!
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
List of Tables
Abstract
Chapter One: Introduction
Statement of the Problem
The Problem of Practice
TABLE OF CONTENTS
Evidence for the Problem of Practice
Importance of the Problem
Instructional Needs Assessment
Curriculum Description and Purpose
Curriculum Goal, Outcomes and Capstone Assessment
Definition of Terms
Designer's Positionality
Organization of the Design Blueprint
Chapter Two: Review of the Literature
The Content of the Curriculum
The Impact on School/Life Success for Unidentified Dyslexic Students
Historical and Ongoing Education Debt
Dropout Rates and School-to-Prison Pipeline
Positive Impact on Students ofldentifying Dyslexia
Defining Dyslexia
Neurobiological Components
Visual, Temporal, and Processing Speed
Phonological Processing
Dyslexia's Impact on Academics
Identifying Warning Signs of Dyslexia
What Dyslexia Looks Like
Teachers Develop A Second Tier Intervention Plan
Correlates for Intervention
Phonological Awareness
Rapid Automatized Naming
Orthographic Coding
Crafting the Intervention
Instruction on Identifying: Letters, Phonemes, and Graphemes
Interventions for Reading Fluency
Interventions for Reading Comprehension
Assessing the Effects of Intervention
Prior Attempts
Analysis of Prior Attempts
Theoretical Approaches to the Curriculum Design
Merrill's First Principles
Social Constructivism
Generative Versus Supplantive
Cognitive Processing Analysis
Social Cognitive Theory
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IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Knowledge Types
Chapter Three: The learners and Learning Context
Learner Profile
Ability
Self-Efficacy
Affective Characteristics
Social Characteristics
Prior Knowledge
Description of the Learning Environment
Facilitator Characteristics
Existing Curricula/Programs
Available Equipment and Technology
Classroom Facilities and Learning Climate
Chapter Four: The Curriculum
Overall Curriculum Goal, Outcomes, and Surnmative Assessment
Curriculum Goal
Curriculum Outcomes
Surnmative Assessment
Cognitive Task Analysis (Information Processing Analysis)
Overview of the Units
General Instructional Methods Approach
Description of Specific Learning Activities
The Sequence of the Units
Scope and Sequence
Delivery Media Selection
Key Considerations in Choosing Media
General Instructional Platform Selection
Specific Media Choices
Chapter Five: Implementation and Evaluation Plan
Implementation of the Curriculum
Implementation of the Evaluation Plan
Organizational Purpose, Need and Expectations
Evaluation Framework
Level 4: Results and Leading Indicators
Level 3: Behavior
Level 2: Learning
Level 1 : Reaction
Evaluation Tools
Conclusion to the Curriculum Design
References
Appendices
Appendix A: Immediate Evaluation Instrument
Appendix B: Delayed Evaluation Instrument
Appendix C: Course Overview, Unit Lesson Plans, Unit Materials
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IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
LIST OF TABLES
Table 1: The Eight Voiced and Unvoiced Consonant Pairs
Table 2: Development of Phonological Awareness
Table 3: Informal Assessment of Phonological Awareness
Table 4: Informal Assessment of Rapid Automatized Naming
Table 5: A Systematic Sequence for Phonics Instruction
Table 6: Scope and Sequence
Table 7: Considerations in Media Selections
Table 8: Specific Media Selection for the Curriculum
Table 9: Outcomes, Metrics, and Methods for External and Internal Outcomes
Table 10 : Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Table 11: Required Drivers to Support Critical Behaviors
Table 12: Evaluation of the Components of Leaming for the Program.
Table 13: Components to Measure Reactions to the Program.
Table 14 : Evaluation Tool Sample
Table 15: Evaluation Tool Sample
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IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
ABSTRACT
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There are students who struggle with reading achievement who go unidentified and
without appropriate interventions. One reason for persistent deficits is unidentified dyslexia in
the early grades. This curriculum's goal is to give elementary school teachers knowledge,
practice, and mastery of the foundational components of identifying, diagnosing, and intervening
with students who exhibit dyslexic symptoms in the general education classroom. Applying
concepts from cognitive learning theories, teachers will learn and understand what dyslexia is
and how to identify students who may exhibit that learning profile. They will isolate specific
cognitive learning deficits, develop an intervention program, and will be able to measure a
student's response. The surnmative evaluation includes a teacher's analysis of reading errors, the
development of specific interventions targeted to those errors, and an assessment of the
intervention effectiveness. A complete implementation of the curriculum is provided along with
an evaluation plan to assess achievement of the curriculum goals and outcomes.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
CHAPTER ONE: INTRODUCTION
Statement of the Problem
7
One of the great characteristics of the United States is its commitment to the education of
its children. This is true for all students, even those with disabilities. It is the law of the land that
all children with disabilities shall be offered a free and appropriate public education (IDEA,
2004). What is meant by appropriate has been determined in a recent Supreme Court of the
United States ruling (Endrew F. v. Douglas County School District, 2017). The Court ruled in a
landmark decision that a de minimis application of quality to public education is not sufficient.
Chief Justice Roberts wrote in the majority position that there must be real and meaningful
academic gains. Roberts further stated that the educational program for these students must be
"appropriately ambitious in light of (a child's) circumstances, just as advancement from grade to
grade is appropriately ambitious for most children in the regular classroom" (Supreme Court of
the United States, 2016, p. 3). While this ruling was a judgment on the basis of a single student
plaintiff, the judgment has nationwide implications. The student in that ruling represented all
students who have a recognized disability. However, there are students who continue to struggle
with reading achievement without appropriate interventions and who go unidentified. Students
who fail to meet yearly academic gains in reading achievement and are still moved on to the next
grade risk widening this learning gap.
This learning deficit problem has been well documented on a national level by the
department of education through the National Assessment of Educational Progress (NAEP)
assessment. The NAEP results for the 2017 school year indicate that 37% of fourth grade
students across the nation met or exceeded the expected level of proficiency for reading
achievement (National Assessment of Educational Progress, 2016). This means that 63% of
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 8
fourth grade students nationwide do not meet these expected proficiency standards.
Confounding the problem is the fact that, by fourth grade, students are no longer being taught the
fundamentals of reading, but are required to read in order to learn (Fisher, Frey, & Group, 2008).
Formal direct instruction of the foundational skills required for learning is not provided in fourth
grade. This is a significant problem because, as students progress from grade to grade without
the requisite foundational reading skills, they will fall further behind in developing academic
vocabulary, improving literary analytical skills. Most importantly, lacking these skills may
weaken their self-efficacy (Bandura, 1997).
The Problem of Practice
One reason for persistent deficits is unidentified dyslexia in early grades, such as
Kindergarten through second grade. It is challenging to determine dyslexia prevalence rates.
Philips and Odegard (2017) conducted a study investigating the impact of the passage of dyslexia
laws in states as compared to states that did not. While all states have laws to address specific
learning disability (SLD), only 42 states currently have laws specific to dyslexia. Further, only
two states, Texas and Arkansas, require their departments of education to keep data on the rate of
students who are identified specifically with dyslexia (Phillips & Odegard, 2017). The
researchers found that Texas and Arkansas reported prevalence rates below 5%. Current rates of
SLD identified in all 50 states range between 3.2% to 8.5% (Phillips & Odegard, 2017).
Estimates in the literature for the prevalence of dyslexia range between 5% and 17.5%
(Shaywitz, 1998), with some indicating rates between 15% to 20% (Youman & Mather, 2018 ).
Exacerbating this problem is the lack of adequate pre-service, general education teacher
training specific to identification and remediation strategies for struggling readers (Binks
Cantrell, Washburn, Joshi, & Hougen, 2012; Moats, Joshi, & Cunningham, 2009). While there
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
is much recent research and evidence-based practices to support struggling readers (Shaywitz,
Morris, & Shaywitz, 2008), these interventions are not being implemented where they can make
the largest difference: by the general education teacher.
9
Too often, general education teachers, whether due to a lack of knowledge or perceived
lack of time, have felt ineffective in meeting struggling readers' needs (Ciampa & Gallagher,
2018 ; Hornstra, Denessen, Bakker, van den Bergh, & Voeten, 2010). They will, instead, refer
the student to a school psychologist to be assessed for special education services. However, it is
a requirement in special education law that a student receive robust interventions within the
general education setting to determine if the deficits can be remediated within that context.
Multi-tiered systems of support (MTSS) is one process by which students can receive increasing
levels of academic support, with special education services being the final level, should the
student be found eligible under one of the recognized categories.
The goal. The goal of this curriculum is to educate established general education
Kindergarten through second grade teachers on what dyslexia is and how to teach the various
cognitive skills required to be a successful reader. The goal of the curriculum is for teacher
learners to identify the warning signs for students who demonstrate learning challenges
indicative of dyslexia. They will be able to develop a Tier-2 MTSS 8-week intervention plan
targeting specific areas of reading deficit. They will then be able to make a solid
recommendation for further academic support should the student continue to demonstrate deficits
in reading achievement.
Currently, 63% of fourth grade students nationwide demonstrate significant deficits in
meeting grade level standards in English language arts (NAEP, 2019). This goal is to address
this entrenched deficit in reading achievement in the first years of school where interventions can
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 10
have the largest impact and positively affect the student's trajectory. The state of California
established educational state standards in English language arts that students at every grade level
are expected to meet or exceed within a school year.
Evidence for the Problem of Practice
Evidence of this problem of practice can be found in national high school dropout rates.
As many as 75% of students who drop out have some type of reading problem, and 85% of
students in juvenile detention systems are classified as functionally illiterate (Lyon, 200 1).
When teachers do not themselves take pleasure in reading, it is difficult to give
instruction to students, especially if they struggle to read. In a study by Applegate and Applegate
(2004) of 195 teacher candidates' attitudes towards en joyment of reading, 54.3% were
unenthusiastic about reading and 25.2% reported that they had unqualified en joyment of reading.
The researchers found that, when teachers do not have a foundational understanding of the
various structures of language, they will have a significantly difficult time instructing students in
literacy. Bos, Mather, Dickson, Podhajski and Chard (200 1) reported that 53% of teacher
candidates and 60% of in-service educators were not able to correctly answer half of the items
assessing their understanding and knowledge of language structure. Studies have indicated that
teachers who have a strong foundational understanding of basic language constructs are more
effective in literacy instruction as evidenced by improved achievement test scores by their
students (Mccutchen, Abbott et al., 2002; Mccutchen & Berninger, 1999; Mccutchen, Green,
Abbott, & Sanders, 2009; Mccutchen, Harry et al., 2002).
Importance of the Problem
Analysis of the NAEP 2017 reading achievement results of fourth grade students by
ethnicity indicates that Hispanic and African American students' average reading scaled scores
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 11
have remained flat near the basic level (below grade level standard) since 2009 while White
students have remained flat during that same period but closer to the proficient level. Stagnant
progress toward ELA achievement by the majority of students, many of whom are from
historically marginalized demographics, is a significant roadblock to educators' goal of
educating all students towards achieving specified state content standards performance levels.
General education teachers need to understand the foundational structures of language to teach
reading effectively. They need to be able to recognize struggling readers and find the critical
cognitive aspect of reading that is that student's area of weakness. Teachers then need to be able
to develop systematic evidence-based interventions directly targeting these areas of deficit.
One of the benefits of teachers' ability to quickly identif y struggling readers is that they
can intervene sooner to correct students' inaccurate knowledge. This will allow the student to
develop a strong phonetic foundation and build neural pathways that will lead to strong
phonological awareness, reading fluency, and ultimately strong reading comprehension (Bos et
al., 200 1; Lee & Yoon, 2017; Mccutchen et al., 2002; Shaywitz et al., 2008).
The consequence for school systems not solving the problem of low reading achievement
levels is that students will continue to struggle to meet grade level standards in many content
areas (Budin, Mather, & Cheesman, 2010). Their self-efficacy as learners will be negatively
affected, thereby contributing to the negative cycle of poor school performance, fewer academic
and career opportunities, which leads to continued lifelong poverty levels. This has been the
experience for many African American and Latino students for multiple generations (Ladson
Billings, 2006).
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 12
Instructional Needs Assessment
The current national ELA achievement results across the nation are evidence of a
discrepancy between educators' ELA achievement goals and current student outcomes (NAEP,
2019). Because establishing the foundation of reading occurs within the first three years of
school, there is a need for instruction of K-2nd grade general education teachers in the
foundations of language and the challenges that dyslexia presents for some students. In studies
of pre-service and established teachers, significant percentages do not feel an excitement to teach
reading or equipped to instruct effectively (Bos et al., 200 1; Mccutchen, Abbott et al., 2002).
For this design blueprint, a discrepancy-based needs assessment will be utilized, provided
that a knowledge and skills problem exists. A discrepancy-based model, according to Smith and
Ragan (2005) examines the goals of an instructional system, considers the present level of
achievement, and then determines the gap between the two levels. This model is appropriate
because, currently, there is a gap in teachers' knowledge of identifying, diagnosing, and solving
foundational reading skills deficits in students with dyslexia.
According to the California Common Core State Standards for foundational skills for
English language arts, the function of these standards is to develop students' understanding and
working knowledge of print concepts, phonological awareness, phonics and word recognition,
and fluency (California Department of Education, 2015). As discussed previously, we know
from national ELA reading achievement measures that large percentages of students in fourth
grade are not meeting these content standards. Students are not acquiring these foundational
skills. With 63% of students not meeting reading achievement mastery levels, there is a large
gap between these students' current academic achievement goals and performance level.
According to the National Institute of Child Health and Human Development, it takes four times
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 13
as long to intervene and remediate a reading disability in fourth grade versus in Kindergarten
(Fletcher, Lyon et al., 2007). A student who is a poor reader at the end of first grade has an
almost 90% chance of remaining a poor reader at the end of fourth grade (Juel, 2008). Further, a
study by Francis et al. (1995) found that a poor reader in first grade at minimum has a 75%
chance of remaining a poor reader as long as they are in school. These students require
evidence-based interventions as early as possible.
Curriculum Description and Purpose
The overall purpose of this curriculum is to provide professional development to both
seasoned and tenured teachers with more than five years in the field, teachers as well as to newly
credentialed instructors. Because it is common for teachers to be placed at different grade levels,
depending on the needs of the school assignment, it is recommended that all teachers with
multiple-sub ject credentials be provided this dyslexia training By increasing teachers'
knowledge of the neurobiological components of dyslexia and how a dyslexic student processes
phonology and orthography differently as compared to a neuro-typical student, they will have a
better appreciation for the these learners' unique needs and will develop instructional practices to
meet the dyslexic students' needs.
Curriculum Goal, Outcomes and Capstone Assessment
The goal of this curriculum is to give elementary school teachers knowledge, practice,
and mastery of the foundational components of identifying, diagnosing, and intervening with
students who exhibit dyslexic symptoms in the general education classroom. They will learn and
understand what dyslexia is and how to identify students who may exhibit that learning profile.
They will be able to isolate specific cognitive learning deficits demonstrated by that student.
Teachers then will be able to develop a Tier-2 MTSS intervention program. They will be able to
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 14
measure a student's response to that evidence-based treatment and determine if that student
should be referred for further support in special education or if the interventions are having a
positive effect and continue that level of support. It is important to clarif y that this curriculum is
not designed to certify a teacher who completes it as an expert in dyslexia. Rather, its purpose is
to increase a teacher's ability to identify, diagnose, and intervene when they suspect a student
may have undiagnosed dyslexia.
The effectiveness of this curriculum will be shown when teachers demonstrate
knowledge of the foundational components of language. They will have an understanding of
what dyslexia is and what warning signs to look for in their students. They will be able to
develop a specific intervention program within the general education context to address those
students' achievement gaps. They will be able to self-reflect on the success of that intervention
and determine appropriate next steps. Ultimately, teachers will be able to help students who are
struggling with dyslexic symptoms to demonstrate improved foundational reading skills, leading
to students who successfully read with understanding and with application across settings and
sub jects.
Definition of Terms
There are many terms that are relevant to and referenced in this dissertation. For the
purpose of this curriculum design, these terms are defined as follows.
Dyslexia. Dyslexia is an SLD 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
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
comprehension and reduced reading experience that can impede growth of vocabulary and
background knowledge (International Dyslexia Association, 2019).
Structured literacy. Structured literacy is the process of explicitly teaching systematic
word-identification/decoding strategies (International Dyslexia Association, 2019).
Phonetics. Phonetics is the system of speech sounds of a language or a group of
languages (Phonetics, 2019).
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Phonological awareness. Phonological awareness is the ability to distinguish, segment,
blend and manipulate sounds relevant to reading and spelling (International Dyslexia
Association, 2019).
Sound-symbol association. Sound-symbol association occurs after students develop
phoneme awareness. They must learn the alphabetic principle of mapping phonemes to letters
(graphemes) and vice versa. This is also called phoneme-grapheme pairing (International
Dyslexia Association, 2019).
Orthography. Orthography is the system of printed symbols used to show a spoken
language. This includes the norms of spelling and punctuation (International Dyslexia
Association, 2019).
Grapheme. Graphemes are the units of a writing system, such as letters and letter
combinations, that represent a phoneme (Grapheme, 2019).
Digraphs. Digraphs are a group of two successive letters whose phonetic value is a
single sound (such as ea in bread or ng in sing) or whose value is not the sum of a value born by
each in other occurrences (such as ch in chin where the value is It/+ /sh/; Digraphs, 2019).
Trigraphs. Trigraphs are three letters spelling a single consonant, vowel, or dipthong,
such as eau of beau (Trigraphs, 2019).
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Phonics. Phonics is a method of teaching beginners to read and pronounce words by
learning the phonetic value of letters, letter groups, and especially syllables (Phonics, 2019).
Oral reading fluency. Oral reading fluency is the ability to read accurately, at a
storytelling pace to facilitate and support comprehension (International Dyslexia Association,
2019)
Designer's Positionality
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It is important to disclose the personal experiences that this designer has encountered
with dyslexia in his life. Several of the designer's siblings were diagnosed with profound
dyslexia. They required instruction in private schools specializing in treating dyslexia. The
public school systems that the siblings belonged to did not instill confidence in the designer's
parents that the school was capable of identifying dyslexia and treating it. Personally, while not
diagnosed with dyslexia officially, several of the warning signs can be seen upon reflection. The
most striking example of the negative effects of the learning challenges experienced by this
designer culminated during the repetition of third grade. The designer's teacher told his mother
that he would most likely become a high school dropout due to the significant challenges he
demonstrated in learning how to read. Thankfully, the designer's mother was wise not to share
this story until well into the designer's undergraduate education.
Happily, this designer's educational story has a happy ending, having successfully earned
not only a high school diploma and a Bachelor of Arts degree, but also a Master of Arts degree in
educational psychology and successfully practicing school psychology in the public schools for
more than 17 years. As such, there exists a potential bias for improving the instructional
practices of general education teachers in the identification and treatment of dyslexia.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 17
The designer has also been influenced by theories within this EdD program. The
epistemological positionality that grounds this designer is from an individual constructivist
framework. Smith and Ragan (2005) describe three key assumptions from this worldview. First,
an individual's knowledge is constructed from experience. From this, a person's learning is
formed from an interpretation of knowledge. Thus, learning is a constant process whereby a
person's meaning-making comes directly from their experiences.
Organization of the Design Blueprint
This dissertation is divided into five distinct chapters. In Chapter One, the statement of
the problem is presented. Chapter Two contains a review of the literature that informs the
theoretical approaches that guided the creation of this curriculum along with literature about the
content and the literature on the approaches to the curriculum design. Chapter Three explores
the learner characteristics and learning environment. Chapter Four presents the analysis of the
learning task, design theories, and breakdown of the units in the curriculum. Chapter Five
speaks to the implementation and evaluation of the curriculum.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
CHAPTER TWO: REVIEW OF THE LITERATURE
The Content of the Curriculum
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This literature is presented in two distinct sections. The first section will detail what the
literature says about dyslexia, including a definition. It will provide evidence from the literature
of why this subject is critical as the educational debt and achievement gap is described. A
presentation of the neurobiological aspects of dyslexia will shed light on the many scientific
advances in understanding how a dyslexic brain is structured and operates differently from a
neuro-typical brain. Specifics on the various cognitive processes affected by dyslexia will be
shared. A review of the literature will describe the foundational academic skills that need to be
taught as well as the evidence-based interventions that should be applied. Finally, this initial
section will describe the assessments that should be administered in each of those reading
domains to determine the effectiveness of the interventions.
The second section of this literature review will discuss prior attempts to teach general
education K-2nd grade teachers how to identify and intervene with struggling readers.
Theoretical approaches to the curriculum design will be shared and will guide the structure and
creation of this curriculum.
The Impact on School/Life Success for Unidentified Dyslexic Students
Historical and Ongoing Education Debt
The education system in the United States has historically not been constructed with true
equality or equity. This is especially true for students with learning challenges such as dyslexia.
Ladson-Billings (2006) describes the education debt within the American education system as
the gap between sub-groups of students with adequate school resources and sub-groups with
inadequate resources. This gap leads to lifelong and even generational disparate socioeconomic
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 19
positionality between groups. This gap has been especially well documented between low
income sub-groups of students and their more affluent peers. This gap leads to a variety of social
problems, such as crime, low productivity, and low wages. Consequently, these problems
require more public investment in social welfare and criminal justice systems. This expenditure
takes away from investment in closing achievement gaps. In the same manner that our national
tax system extracts vast sums of dollars to pay the interest on our national debt, so, too, society
pays for the education debt burden. This negatively affects what teachers and administrators
have as resources to invest in helping students fully achieve (Cortiella & Horowitz, 2014 ; Feifer
et al., 2014 ; Mallet, 2014).
Dropout Rates and School-to-Prison Pipeline
One important metric that indicates the negative impact that poor achievement has on
students is the dropout rate. The literature indicates that students with learning disabilities
continue to experience one of the highest dropout rates among all students with disabilities,
except for students with emotional disturbance (Cortiella et al., 2014). Dropout rates for students
with SLD was 22%, according to the National Center for Leaming Disabilities (2011). The
graduation rate for students with SLD was only 64% at that same time (Feifer et al., 2014).
Compounding the life challenges that students with learning disabilities will face, it has
been documented that adolescents identified with a learning disability are disproportionately
represented within the school-to-prison pipeline (Mallet, 2014). The literature showed this
disproportionate level of criminal activity results in 55% of students with a learning disability
having some type of involvement with the criminal justice system within eight years of leaving
high school (Cortiella et al., 2014 ). While the educational outcomes for some students with
learning disabilities lead to negative life experiences, there are positive effect when students are
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
identified and receive interventions early, intervened, particularly for those diagnosed with
dyslexia.
Positive Impact on Students of Identifying Dyslexia
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Saunders (2013) discussed several positive aspects of dyslexia and the benefits of early
identification. When the challenges are defined and explained to dyslexic students, they can
have a greater sense of faith in their own abilities. The students learn that their struggles are due
to specific neurons that are wired differently than those of their non-dyslexic peers and that the
difference has nothing to do with their general intelligence. This can come as a relief for the
student if their school experience up until that point had been characterized by struggle and a
sense of inadequacy as they saw their peers progress in reading beyond that which they achieved.
Specific learning and academic accessibility strategies in effective studying, revision, and
test-taking can be taught. These strategies, in turn, improve dyslexic students' time
management, lowering anxiety levels and improving overall social-emotional well-being.
Dyslexic students' understanding the learning strengths they possess can lead to improved
learning outcomes (Saunders, 2013). Common learning strengths that dyslexic students possess
lie in auditory memory ( songs, tunes, and aural stories), visual memory (pictures, colors, and
shapes), tactile and motor memories (building, engineering, and mechanical ability), three
dimensional thinking, and creative ability (artistic, creative, and divergent problem solving
abilities).
The statistics on high school dropout rates and the school-to-prison pipeline reveal a
moral imperative for improving general education teachers' ability to recognize signs of dyslexia
and to develop evidence-based interventions. Inversely, the improvements in the social
emotional well-being and positive life trajectories of students whose dyslexia was identified and
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 21
who received proper instruction reinforce the benefits of interventions. It is important, therefore,
to understand what is meant by dyslexia, so a clear definition is in order.
Defining Dyslexia
It is important to have one clear definition of what dyslexia is that is agreed upon by
educators. Shaywitz and Shaywitz (2003) shared the International Dyslexia Association's
definition of developmental 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 phonological
component of language that is often unexpected in relation to other cognitive abilities and
the provision of effective classroom instruction. Secondary consequences include
problems in reading comprehension and reduced reading experience that can impede
growth of vocabulary and background knowledge. (p. 2)
Clarifying the definition of dyslexia has also improved legislation (Y ouman & Mather, 2018).
As of March 2018 , 42 states now have dyslexia-specific laws. This is a near doubling of the 22
states that had these laws in 2013. These laws led to states' updating their education codes to
reflect the new laws pertaining to defining dyslexia and giving school districts clear guidelines
on how to identif y it and provide evidence-based interventions. The term dyslexia is now an
integral part of teacher-parent conferences, individualized education program meetings, Section
504 accommodation plan meetings, and the school community as a whole. The laws generally
focus on five key areas: dyslexia awareness, pilot programs specifically for screening and
intervention, continuing professional development for teachers, the provision of intervention and
accommodations, and the rights of dyslexic students. Y ouman and Mather (2018 ) highlighted
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
the most important aspect of this new legislation: "When it comes to dyslexia, access to
specialized interventions delivered by knowledgeable and highly trained teachers is critical
(Moats, 2009)" (p. 39).
22
The definition of dyslexia by educational entities at the district, state, and federal level is
used for purposes such as allocation of resources, explanation to teachers and other educators of
identification and intervention, and providing understanding for parents and the dyslexic student
as to what dyslexia is (Reid, 2009). Defining dyslexia also has implications for researchers
wanting to develop criteria for measurement such as IQ scores or other processing measures.
Defining dyslexia can be challenging due to its many facets. Every dyslexic's learning
challenges can seem unique to them, but there are common characteristics across the dyslexia
spectrum. Understanding the neurobiological characteristics of dyslexia is important in
understanding what part of the basic reading process is affected from a cognitive perspective.
Neurobiological Components
There have been significant improvements in our understanding of how the brain is
designed and the critical neurobiological components utilized in the cognitive task of reading.
The study of the neurobiological components of reading can be found as early as the late 19th
century (Lyon, Shaywitz, & Shaywitz, 2003). In 1891, French neurologist De jerine postulated
that a section of the lef t posterior brain region is crucial for reading. The first literature on
acquired inability to read, alexia, described neuroanatomic lesions observed in post-mortem
brains. These lesions were located primarily on the parieto-temporal area, specifically the
angular gyms, supramarginal gyrus, and posterior portions of the superior temporal gyms. These
sections of the brain are critical for mapping visual perception of the print, orthography, onto the
phonological structures of the language brain centers. De jerine (1892) also described a more
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
posterior region of the brain, an area that is more ventral in the occipito-temporal area as being
critical in reading (Lyon et al., 2003).
23
Modern technology is now able to gather data through functional brain imaging using
diffusion tensor functional Magnetic Resonance Imaging and magnetoencephalography
machines. The resulting images confirm what De jerine and others speculated through autopsy
specimens: there are significant differences in the temporo-parieto-occipital brain regions
between dyslexics and non-impaired readers (Lyon et al., 2003). Measuring individuals' brains
while they are engaged in a cognitive task such as reading shows the specific areas of the brain
that become activated. As these machines are safe and noninvasive, the tests can be conducted
multiple times. Scientists across the world have used these techniques to confirm that the same
portions of the brain are impacted in dyslexics (Lyon et al., 2003).
Students identified with developmental dyslexia, specific reading disability, and specific
language impairment were assessed in specific areas including phonological skills that underlie
auditory processing abilities (rhyme awareness, rhyme fluency, phoneme awareness, and
phonological short-term memory) as well as nonphonological language skills (vocabulary,
grammatical morphology, and sentence processing) and auditory processing of rise time and
intensity (Fraser, Goswami, & Conti-Ramsden, 2010). The students identified with specific
reading disability performed poorly on all phonological tasks and significantly poorly on
auditory rise time perception. The study also confirmed that, while there may be overlap of
symptomatology between dyslexic and specific language impairment disorder, they are two
separate conditions which can be comorbid with each other but do not always occur together
(Fraser, Goswami, & Conti-Ramsden, 2010).
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 24
Visual, Temporal, and Processing Speed
Visual and temporal processing can play a role in dyslexic symptomatology (Reid, 2009).
Whiteley and Smith (200 1) estimated the prevalence of visual stress for dyslexic students to be
in the range of 50%. Singleton and Henderson (2007) found that 41 % of dyslexic children
showed high susceptibility to visual stress compared to the non-dyslexic control sample at 23%.
Processing speed is a factor in the dyslexic students' processing of information (Mather
& Wendling, 2012; Reid, 2009). Brenitz (2008) found that dyslexic learners showed difficulties
when transferring information from one hemisphere to another. This was caused by an inter
hemisphere decay in the corpus collosum. Researchers measured the speed of various lexical
decision tasks conducted by dyslexic and non-dyslexic students. The dyslexic students sent
information to their right hemisphere before sending it to the correct location in the lef t
hemisphere, taking 9 to 12 milliseconds to accomplish that task. The non-dyslexic students sent
the information directly to the left hemisphere, taking only 4 to 6 milliseconds to do so. The
authors found that the dyslexic readers, on average, took between 110 and 14 0 milliseconds to
decode words primarily in the right temporal and perisylvian regions of the brain (Reid, 2009).
Phonological Processing
Phonological processing acquisition difficulties have been shown to be the strongest
predictor for whether students demonstrate dyslexic symptoms (Compton, 2002; Fraser,
Goswami, & Conti-Ramden, 2010 ; Lyon et al., 2003; Mather & Wendling, 2012; Oakhill &
Cain, 2012; Reid, 2009). Deficits in phonological decoding, in particular, are a major indicator
between dyslexic and non-dyslexic students. Research indicates that early phonological training
with linkages to orthography and literacy experience improves students' word literacy (Reid,
2009).
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 25
There is a strong correlation between phonological skills and word reading
development and reading disorders (Oakhill & Cain, 2012). Naming speed and phonological
awareness in Kindergarten are independent predictors of reading comprehension achievement in
third grade. The relationships among phonological processing, orthographic processing, and
lexical development in children with reading disabilities have been well documented (Compton,
2002). Children with reading disabilities add word-specific entries to their lexicons without a
simultaneous expansion of subword orthographic-phonological associations. This lexical
asymmetry accounts for the discrepancy in phonemic awareness and orthographic processing
skill gaps between students with and without reading disabilities. Phonological and orthographic
processes appear to be less integrated in children with reading disabilities (Compton, 2002).
Advancements in our understanding of the neurological foundations and processes that
allow students to engage in the cognitive task of reading confirmed that students with dyslexic
symptomatology have fewer neural activity in regions in the brain required for accurate and fluid
reading. Determining what academics are negatively affected by these deficits in brain structure
is central to developing effective interventions.
Dyslexia's Impact on Academics
Gough and Tunmer (1986) developed the simple view of reading (SVR) model. This
model can be expressed as an equation where (D) means decoding (reading words), and oral
language or listening comprehension is expressed as (LC). This gives the equation Reading
Comprehension (RC) = D x LC. This equation intimates that both word recognition skills (D)
and listening comprehension (LC) reading comprehension, the ability to understand what is
being read orally, are both required to have reading comprehension.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 26
This SVR model then implies that there are three types of poor readers: students who can
understand the text when it is read out loud but have difficulties with reading the words
themselves (dyslexia); students who can read words accurately but do not comprehend the
meaning of what they have read (poor comprehenders);, and students who have difficulty with
both, described as a mixed reading disability (Mather & Wendling, 2012).
Coltheart ( 1978, 2007) developed a model for reading describing two distinct pathways
for reading. The first pathway is a direct lexical route for automatic recognition of high
frequency words, and the second is an indirect, sublexical phonological decoding route for
pronunciation of words that are unfamiliar to the student. Weaknesses in either pathway can lead
to poor reading skills and result in two subtypes of dyslexia: phonological dyslexia, meaning
struggles with nonword reading, and surface dyslexia, meaning struggles with irregular word
reading. Students who struggle with phonological dyslexia have difficulty with phonological
awareness tasks and applying phonics. Students with struggles with surface dyslexia can read
phonetically regular nonwords but have difficulty with exception words or words with irregular
components that do not present with predictable grapheme-phoneme correspondence ( e.g.,
"once").
Without strong decoding and listening comprehension skills, students will struggle to
access curriculum that requires them to read for understanding. This includes core sub jects such
as English language arts, math, and the sciences. Identifying students struggling with either or
both components of the reading comprehension equation at the beginning stages of their literacy
development is central to changing their learning outcomes.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 27
Identifying Warning Signs of Dyslexia
Researchers have identified several warning signs. These warning signs can help parents
and teachers identify very young children who may be dyslexic, even before the students have
had any formal instruction in reading.
What Dyslexia Looks Like
There are several symptoms of dyslexia that can be identified in students beginning as
early as Kindergarten. Mather and Wendling (2012) articulated several symptoms and
characteristics of dyslexia:
1. Challenges in learning to rhyme words
2. Challenges in learning letter names/ letter sounds of the alphabet
3. Confusion of words and letters that are visually similar to each other (e.g., b and d or was
and saw).
4. Transpositions and reversals of letters and words that continue past seven years of age
(e.g., p and q, or on and no).
5. Challenges with ordering the letters in the correct order when spelling
6. Challenges with retaining visual representation of irregular words for reading and
spelling (e.g., once).
7. Spelling the same word in multiple ways on the same work sample (e.g., wuns, wunce,
for once).
8. Spelling words how they sound and not the way they look ( e.g., sed for said).
9. Challenges with pronouncing some multisyllabic words correctly (e.g., multi plication).
10 . Word perception that is slow which affects reading rate and reading fluency.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 28
Ehri's (1998, 2000) research showed there are a number of different phases that students
go through when the develop their sight word and spelling skills. Ehri described the four phases
of sight word development as follows.
Phase 1:
Pre-alphabetic - the student may recognize words from their setting but not based
on phoneme-grapheme relationships ( e.g., saying "stop" when looking at a stop
sign).
Phase 2:
Partial Alphabetic: Some sounds and letters are connected together; especially
beginning and ending consonants and long vowel sounds; however the
connections are not enough to sore accurate representations of words at this
phase.
Phase 3:
Full Alphabetic: All of the letters and sounds are connected and the student is able
to read regular real words and nonsense words correctly.
Phase 4:
Consolidated Alphabetic: Student uses orthographic and morphological
knowledge; the student has a store of letter patterns ( e.g., -tion, -ing, -able) that
are recognized automatically.
Ehri (1998, 2000) describes five phases of spelling development as:
Phase 1:
Pre-phonetic or pre-phonemic - at this early stage, the young student strings
unrelated letters to communicate a message.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 29
Phase 2:
Semiphonetic or partial alphabetic - at this stage, letters are used to represent
sounds, however only a few of the sounds are represented in a word (e.g., the first
and last sound; while may be spelled as yl).
Phase 3:
Phonetic or full alphabetic - students produce spellings that show phoneme
grapheme correspondence. They will record all of the sounds when writing (e.g.,
-tion may be spelled shun).
Phase 4:
Transitional or consolidated alphabetic - at this phase, the student shows
awareness of many conventions of English orthography. For example, they may
spell the past tense of a verb as -ed while the ending sound is actually It/ as in the
word trapped.
Phase 5:
Conventional - at this phase, the student possesses several strategies for
determining standard spelling. While spelling may not be perfect at this stage, the
student will employ the use of all sources, sounds (phonology), sight
(orthography), and meaning (morphology) to help aid in the spelling of the word.
Research by Shaywitz et al. (2008), among others, showed that early intervention studies
of students at risk for dyslexia based on their low performance in phonological processing or
initial word-identification skills in Kindergarten and first grade showed positive potential
outcomes. Further, classroom level interventions and pull-out remedial approaches and
combinations of the two have also shown positive results. The studies indicate that, when
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
educators focus prevention programs that explicitly target phonemic awareness, phonics, and
meaning of text in the earliest grades of literacy instruction, the base rate of at-risk students
drops to below 5%. The researchers, however, warn that the outcomes for students who do not
receive early interventions is significantly more challenging. Shaywitz et al. (2003) reported,
30
For older students the remedial research literature includes a range of intervention
programs, including those described as direct instruction and those that are more strategy
based (Swanson et al., 1999). Here, the evidence is less encouraging than for younger
children. Investigations using remedial interventions that begin after the second grade
indicate it is more challenging to bring children or adults up to expected grade levels
once they fall behind, although significant improvements in reading can still occur ( effect
sizes >0.60) (p. 463).
The research shows that interventions for struggling readers, administered before the
second grade that are given with fidelity and targeted in specific cognitive domains, has
profound positive academic outcomes and drops the rate of at-risk students to below 5%.
Developing evidence-based interventions for these struggling readers is therefore imperative.
Determining where to intervene is the next challenging step.
Teachers Develop A Second Tier Intervention Plan
It is important for teachers in elementary classrooms to be able to develop interventions
that are targeted to the specific areas of challenge for their students. Identifying the specific
cognitive components that are under-performing is a critical step for the teacher in order to be
able to develop effective interventions for that student.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 31
Correlates for Intervention
There are many cognitive components that contribute to the dyslexic student's reading
processes. One of the most well researched and highly evidence-based approaches for the
treatment of dyslexia is the Orton-Gillingham Method (Mather & Wendling, 2012). This method
is named after Orton (1925) and Gillingham (1932), who documented the reading challenges of
dyslexic students during the last century and developed systematic and multisensory evidence
based interventions. Some of the major principles underlying the Orton-Gillingham Intervention
Approach are that
• It is adapted to meet the needs of the individual dyslexic student,
• It provides carefully structured and sequenced instruction in decoding (reading) and
encoding ( spelling),
• It focuses on establishing connections between sounds and letters and teaches the
dyslexic student how to blend the sounds together to make a whole word,
• It provides instruction in how to organize individual letters and sounds into larger units
( digraphs, trigraphs, and letter teams), and
• It emphasizes the use of a multisensory process in the application of the intervention.
Phonological Awareness
The first step in learning to read is understanding that spoken words can be divided or
segmented into a series of discrete sounds (Mather & Wendling, 2012). Phonological awareness
(PA) is a term used to describe a student's ability to rhyme words, segment or break words into
syllables, and be able to isolate and count the number of phonemes. A narrow aspect of PA is
called phonemic awareness. With phonemic awareness, the level of analysis is brought down to
the phoneme, a single speech sound. The sounds are presented in slashes ( e.g., shee p has three
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 32
phonemes /sh/ /ee/ /p/). The writing of these single phonemes are called graphemes. The
English alphabet contains 26 letters that represent 42 to 44 different phonemes (speech sounds).
PA contributes to the accurate acquisition of word reading and spelling ability in three distinct
ways: understanding how spoken words are represented in print; recognizing how letters
represent sounds in words, which reinforces the letter-sound correspondence; and figuring out a
word when it is only partially sounded out. There are several symptoms of poor PA, including
problems in speech, reading, and spelling (Mather & Wendling, 2012). They include articulation
errors (e.g., boo for blue, wooster for rooster), mispronunciations of multisyllabic words (e.g.,
aminal for animal), and difficulty sequencing sounds in words in spelling.
Mather and Wendling (2012) indicated that the vocal production of phonemes is an
important ability in young readers. The production of phonemes is developmental. Mather and
Wendling state, "phonemes such as Im/ and /n/ can be produced in children by the age of three
while phonemes such as /z/ and /r/ can take several more years to perfect. Sounds that are
produced in the front of the mouth such as Im/, occur earlier than those that are produced in the
back of the mouth, like /r/" (Mather & Wendling, 2008 p. 81).
There are eight pairs of "voiced" and "unvoiced" consonant pairs in English (Table 1)
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Table 1
The Eight Voiced and Unvoiced Consonant Pairs
Unvoiced
/p/ (pig)
It/ (time)
/kl (kite)
/f / (fan)
/th/ (thin)
/s/ (sew)
/sh/ (sure)
/ch/ (chair)
Voiced
/b/ (big)
/d/ (dime)
/g/ (gate)
/v/ (van)
/th/ (then)
/zJ (zoo)
/zh/ (measure)
/j/)juice
(Mather & Wendling, 2012 p. 83)
33
Assessment of PA is necessary to determine the areas of weakness that the student
exhibits. While students with dyslexia generally perform poorly on all types of phonological
tasks, they may not perform poorly on other language tasks like vocabulary or sentence
comprehension. It is important, then, to have a good understanding of when students develop PA
tasks (Table 2).
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Table 2
Develo pment of Phonological Awareness
By age 3 to 4:
Produces rhymes spontaneously without knowing they rhyme (vocal play)
By age 4 to 5:
Can identify the number of syllables in a word by tapping or clapping.
Can blend syllables into a whole word when presented with the syllables.
Can delete a syllable from a word and state what remains.
Can recognize that two words end the same or rhyme (rhyme identification).
By the end of Kindergarten :
Can produce rhymes (rhyme production)
Can identify the initial sounds in words.
Can blend two phonemes.
By the end of first grade:
Given a group of words, can identify words that rhyme and those that do not.
Can group words together or categorize words by rhyming characteristics.
Can break apart and identify all of the sounds in words with four to five
phonemes (segmentation),
Can put together four or five phonemes to pronounce a word (blending).
By the end of second grade:
Can perform all phonetic awareness and manipulation tasks: rhyming, blending,
segmenting, deleting, substituting, and reversing phonemes.
(Mather & Wendling, 2012 p. 83)
34
Several standardized instruments are used to measure phonological processing. For this
curriculum, an informal assessment can be used by general education teachers (Table 3).
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 35
Table 3
Informal Assessment of Phonological Awareness
Word
Discrimination
Rhyme
Recognition
Rhyme
Production
Sylla ble
Blending
Sylla ble
Se gmentation
Sylla ble
Deletion
I'm goi ng to say two words and I want you to tell me whether they are the same or
diff erent. For example, ifl say "star, star" you would say "same." If I say "horse,
rock" you would say "diff erent." Now you try one: dog-tr ee. Additional words:
sheep-sheep, bird-couch, hill-ha ll.
I am goi ng to say three words, and I want you to tell me the two words that end the
same or rhyme. If l say: "What rhymes with 'cat' ... 'hat or sun'?" You would say
"hat" because hat ends the same or rhymes. Now you do one. What rhymes with
fun : hat or run? Additional words: bed-red or blue; meat-milk or seat; house-horse
or mouse?
I'm goi ng to say two words that rhyme. Tree rhymes with see, and dog rhymes with
log. Now you do one. Tell me a word that rhymes with tree? Additional words: hop,
tan, back.
I am goi ng to say the parts of a word and then say the parts together fast (Pause
about ½ second between par ts). If l say cup ... cake fast, it would be cupcake.
Su n ... shine would be sunshine. Now you do one. What is base ... ball? Additional
words: play-ground, book-end, sun-set, down-town
Compound Words:
I'm goi ng to use these blocks (chips) to break a word into par ts. Cupcake has two
par ts. Push forward one block for each part as you say it. Then point to each block
and say: This block is "cup" and this one is "cake." Push the blocks back into a
group . Now you do one. Use the blocks to tell and show me the two parts of
footba ll. Additional words: meat-ball, rain-drop, bill-boa rd
Sylla bles:
The word doctor has two parts. Push forward one block as you say each part. This
first block is /doc/, and this next one is /tor/. Now you do one. Additional words:
win-dow, can-die, tur-tle.
Compound Words:
I'm goi ng to say a word and leave off one part. If l say "toothbrush" ... but don't say
"tooth," it would be brush. Now say the word "goldfi sh" but don't say "fis h."
Additional words: pan-ca ke, star-fish, hair-cut.
Sylla bles:
The word "pencil" has two par ts. The first part is /pen/ and the second part is /cil/. If
I say pencil...but don't say /cil/, it would be "pen." Now you do one. Sa y the word
candle. Now say the word candle but don't say /die/. Additional words: funny,
elbow, garden.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 36
Table 3, continued
Phoneme
Recognition
Phoneme
Blending
Phoneme
Se gmentation
Phoneme
Deletion
I'm goi ng to say a word and then ask you to tell me another word that starts with the
same sound. If l say what starts like the word "bat," you could say boy or bike
because all of the words start with the /b/ sound. Tell me a word that starts like the
word "cat." Additional words: man, girl, toy.
Now I'm goi ng to say the sounds of a word slowly and then say the word.
Pronounce each phoneme as it sounds in the word and pause about one second
between the sounds. Listen: /s/ .. ./6/ .. ./p/ is soap. Now you do one. What is .. ./b/ .. ./e/?
Additional words: me, take, find, sport.
I'm goi ng to use the blocks (chips) to show you all of the sounds in a word. The
word 'time' would be It/ Iii /ml. Push a block forward as you say each sound. Now
you do one. Show me the sounds in the word toe. Additional words: he, ten, slip,
gr een.
I'm goi ng to say a word and leave off one sound. If l say "seat" but don't say /s/, it
would be "eat." If I say "past" but don't say /t/, it would be "pass." Now you do
one. Sa y "sat" but don't say /s/. Additional words: tan without It!, make without /kl,
chart without /ch/.
(Mather & Wendling, 2012 p. 87-89)
Rapid Automatized Naming
A skill that researchers have found to predict good phonemic reading abilities is Rapid
Automatized Naming (RAN). RAN is the skill to rapidly name familiar objects or symbols.
These could be familiar objects, words, letters, or colors. RAN has been shown to be connected
to reading accuracy, reading speed, and reading comprehension. In Kindergarten and first grade,
early naming speed deficits have been shown to be a good predictor for a student's struggles with
reading fluency later in school (Wolf & Stoodley, 2007). The assessment of RAN can be done
through standardized measures, however, there are informal measures that are available to
teachers (Table 4).
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 37
Table 4
Informal Assessment of Rap id Automatized Naming
Color Naming
Ob ject Naming
Letter Naming
Using four to five colors known by the child, present either a series of
blocks or a color chart using those known colors arranged in random
order. Repeat the series of random colors so there is a total of 50 items.
Ask the child to name the colors as quickly as he can. The time it takes to
complete the task can be recorded and compared to the performance of
other children in the classroom.
Using 5- 10 objects, or pictures of objects, known by the child, present a
series of these objects arranged in random order. Repeat the series of
random objects so there is a total of 50. Ask the child to name the objects
as quickly as she can. The time it takes to complete the task can be
recorded and compared to the performance of other classmates.
Using 10 -20 letters known by the child, present a series of these letters
arranged in random order. Repeat the series of random letters so there is
a total of 50. Ask the child to name the letters as quickly as he can. The
time it takes to complete the task can be recorded and then compared to
the performance of grade peers.
(Mather & Wendling, 2012 p. 93)
Researchers (Mather & Wendling, 2012; Shanahan et al., 2006) have shown that
processing speed is a critical component which students need when reading. Processing speed
activities task students with rapidly scanning or identifying stimuli and with making fast
associations and precise decisions before moving on to the next item. Processing speed can
affect the automaticity of word recognition and reading rate (Shanahan et al., 2006). Teachers
can create informal measures of processing speed. For example, they may have students find all
of the lowercase "b" on a given page.
Orthographic Coding
Pennington (2009) described the process of recognizing printed words. The first of two
component skills is phonological coding, or the use of knowledge of letter-sound
correspondences to read words. The second skill is orthographic coding: the process of using
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 38
letter and word patterns to aid in pronunciation and dyslexic students have deficits in both types
of coding (Pennington, 2009). Orthography awareness is the knowledge of how print works and
how it looks, meaning the visual representation oflanguage (the letters and letter patterns that are
utilized to represent words in print). It also includes numerals and punctuation. There are
several symptoms of students with poor orthographic awareness that may include
1. Challenges learning how to form symbols,
2. Confusion of symbols similar in appearance (e.g., b and d, n and u),
3. Difficulty with fa r- and near-point copying,
4. Difficulties with transposing or reversing letters or numbers,
5. Difficulty with recalling how words look,
6. Difficulty reading exception or irregular words,
7. Difficulty with accurate and rapid word recognition - slow reading speed,
8. Using different spellings for the same word,
9. A propensity to omit word endings,
10 . Dependence on the phonological rather than visual features of words,
11. Difficulty learning and retaining basic math facts,
12. Challenges with counting in a sequence (e.g., by 2s), and
13. Challenges with multi-step math problems.
By understanding the student's level of various cognitive processes, such as phonological
processing, orthographic processing, rapid naming, and processing speed, a teacher can craf t
specific interventions to support those areas of deficit. Building interventions that meet the
child's needs rather than fitting a struggling reader into a one-size-fits-all intervention plan leads
to the best academic outcomes.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 39
Crafting the Intervention
Dyslexia can be caused by problems in phonology, orthography, or both; therefore,
teachers need to be able to craf t interventions for both subtypes. Explicit reading instruction is
characterized by a number of qualities. It is direct, structured, systematic, repetitious, controlled,
and intensive. It is important to understand at what developmental stage in both decoding and
encoding a student is currently functioning in order to know how to intervene. This requires
knowing the stages of development.
The National Reading Panel's sequence of foundational reading instruction includes the
following order:
1. Teach children how to manipulate the sounds in words (phonemic awareness),
2. Teach them how these sounds can be written with letters and then blended together to
form words (phonics),
3. Have students read aloud with guidance and feedback (guided oral reading), and
4. Teach vocabulary and how to apply reading comprehension strategies.
Instruction on Ident ifying: Letters, Phonemes, and Graphemes
Phonological awareness development. The National Reading Panel's (NRP, 2000)
conclusions about phonemic awareness is that it should be taught explicitly, and that no more
than 20 hours of instruction per year are needed. Focus should be on one skill at a time, and it is
most effective when combined with letters and when instruction occurs in small groups.
The instruction of PA skill development should follow a specific sequence (Mather &
Wendling, 2012). In Kindergarten and first grade, students should be taught rhyming, blending
and segmenting compound words and multisyllabic words. In first through second grade,
students should be taught segmenting and blending phonemes, manipulating the initial, final, and
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 40
then the medial sound of words. According to Mather and Wendling (2012), the sequence of PA
skill development should be taught in this order:
1. discriminating rhymes,
2. producing rhymes,
3. isolating initial and final sounds,
4. blending sounds,
5. segmenting sounds, and
6. manipulating sounds ( e.g., deleting, substituting, transposing).
The inter-connection between PA and reading ability has been well documented in the
literature (Beringer & Wolf, 2009; Mather & Wendling, 2012; Miller, Sanchez, & Hynd, 2003;
Soifer, 2005). The reciprocal and bidirectional relationship between the two constructs is
evident: as PA progresses, reading ability improves (Miller et al., 2003).
Phonological awareness tasks include several component parts. One such task is
rhyming, ( e.g., What word rhymes with dog?). Students need to be able to recognize if two
words rhyme (recognition) or if they do not rhyme (oddity). Being able to finish a sentence with
a word that rhymes is another skill ( completion). Finally, being able to state a word that rhymes
with one that is presented (production) is another important skill (Mather & Wendling, 2012).
Knowing how words can be divided so that the phoneme is rhymed is a key developmental skill
and foundational to the ability to rhyme. Words can be divided into two parts: onsets and rimes.
These are the two parts of the English syllable. An example of an onset is the consonant h in the
word "hat." A rime is the vowel and what follows. For example, it is the part that rhymes in the
word "hat": h -at. In English, all syllables have a rime, but not necessarily an onset. Wylie and
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Durrell (1970) listed 37 rimes from which 500 primary words can be taught using analytic
phonics (Mather, 2017).
41
There are two types of consonant sounds: stop and continuous. With stop consonants, the
phoneme is said with a puf f of air as in the phoneme /d/. Continuous consonants, meanwhile, are
ones that are sustained as long as you have a breath ( e.g., Isl). Consonants may have bounced or
stretched sounds. Bounced sounds are voiced softly and rapidly; these include the letters: b, c, d,
g, h, j, p, t, qu, w, x, and y. Stretched sounds are sustained for one to two seconds and include
the letters f, 1, m, n, r, s, v, and z as well as the vowels (a, e, i, o, u).
Blending and segmentation. Phonological awareness development involves the ability
to put two or more phonemes together; this is known as blending. An example of this skill is
blending the phonemes /sh/ and /oe/ to produce the word shoe. It is important to begin blending
instruction with continuous sounds that can be prolonged (e.g., Isl, /fl, Im/) (Mather & Wendling,
2012). Teachers can then progress from compound words (e.g., cupcake) to syllables to onse
rimes to phonemes. Gradually increasing word length is recommend (e.g., Im/ /el, /sh/ /oe/, /c/
la/ It/, Isl la/ In/ /d/). Another important skill that should be developed is the ability to count
phonemes (e.g., how many sounds are in the word ship?). Being able to segment phonemes is
the next skill to be developed ( e.g., how many sounds do you hear in the word bus?). There are
several segmentation tools or strategies when teaching students how to segment words. These
include the use of manipulatives (e.g., tiles, poker chips, blocks); using a ball to bounce or throw;
tap out the number of words, syllables, phonemes; and holding up fingers to count the number of
phonemes.
There are four different types of phoneme manipulation tasks. These include deletion
(say care without /ti), addition (say /at/ with /c/ at the front), substitution (initial - change the Isl
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
in sun to /f/,jinal - change the It/ in cat to lb/, medial - change the /i/ in hit to /a/), and reversal
(say the sounds in enough backward).
42
Instruction strategies. The alphabetic principle is the systematic use of alphabetic letters
to represent speech sounds. This is the ability to know how speech sounds are represented in
print. For example, the phoneme /f / is represented by the grapheme f. One approach for
teaching the phoneme-grapheme relationship is by using an adapted Elkonin Procedure. This is
a useful tool for students at the pre-alphabetic reading developmental phase. With this strategy,
line drawings of words and then connected squares representing each individual phoneme is
placed under a picture of the word. A chip is pushed onto each square as the phoneme is uttered.
Cunningham and Cunningham (1992) developed a strategy for enhancing students'
invented spelling-decoding connection. It is called Making Words Activity. In this strategy, a
student receives six to eight letters with one or two color coded vowels. Each student makes
two- then three-letter words using the letters. This pattern is continued and the length of the
words is increased, but the word pattern is continued ( e.g., it, sit, slit, split, splint, splinter,
splintering), and the student practices with morphemes such as -ed, -ing, -er. A modification of
the Making Words Activity can be done by focusing on consonant-vowel-consonant (CVC)
words and progressing from changing the initial to the final to medial sounds. Integrating with a
reading/writing activity will increase the multi-sensory modalities involved in the lesson.
Another strategy developed by Kathi Grace from Cambium Sopris West, is Phoneme
Grapheme Mapping. This strategy builds on phonemic awareness and builds the bridge between
sounds and letters. This begins with regular words where the number of phonemes equals the
number of graphemes. Next, blends are introduced, followed by introducing digraphs (written in
one box). Following that, the instructor should introduce silent letters (e.g., v-c-e, mb) and then
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
introduce vowel digraphs ( e.g., oa, ee ). Key questions the instructor should ask throughout the
lesson is "What do you hear?" and "What do you write?" Utilizing chips to represent the
phonemes supports the student by using a multi-sensory approach; here, one chip equals one
sound.
43
Research findings from the NPR (2000) report show that individuals with severe dyslexia
require an instructional approach known as synthetic phonics. Synthetic phonics is an explicit,
part-to-whole approach that instructs individuals on the relationship between phonemes and
graphemes and on how to blend these phonemes together to pronounce a word. Mather and
Wendling (2012) shared that two of the first synthetic phonics approaches are still widely used
today. These are the Orton-Gillingham (Gillingham & Stillman 1973; Orton, 1966) and
Slingerland approaches (Slingerland, 1981). Mather and Wendling, (2012) reported that these
strategies provide instruction aimed at, "strengthening visual and auditory associations through
tracing" (p. 150). They further noted that many of today's remedial instructional programs are
derived from or have been significantly influenced by either/both of these initial programs.
Research (Alexander & Slinger-Constant, 2004; NPR, 2000; Rooney, 1995) suggests that
reading instruction for dyslexic students should be individualized and presented in a cohesive
sequence, using a multisensory approach that gives the student sufficient practice. Mather and
Wendling (2012) suggest a systematic sequence for phonics instruction (Table 5).
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 44
Table 5
A Systematic Sequence for Phonics In struction
Step 1 Sound blending
Step 2 A few consonants and short a
Step 3 Single consonants and short vowel sounds in a VC, CVC format
Step 4 CV Ce pattern
Step 5 Consonant blends ( e.g., sc, sl, sm)
Step 6 Consonant digraphs ( e.g., ch, sh, th)
Step 7 Vowel digraphs (e.g., oa, ee, ay)
Step 8 Diphthongs (ow, ou, oi, oy)
Step 9 R-controlled vowels (e.g., ar, er, ir, ur)
Step 10 Common prefixes (e.g., re-, un-, mis-, dis-, pre-, ex-, sub-)
Step 11 Common suffixes ( e.g., -s, -er, -ly, -ful, -ed, -est, -ing, -tion)
Step 12 Silent letters ( e.g., kn-, wr-, mb)
Step 13 Latin and Greek roots (e.g., tract, rupt, spect)
Step 14 Systematic instruction in irregular words
(Mather & Wendling, 2012 p. 152)
The Orton-Gillingham Sequence (Gillingham & Stillman 1973; Orton, 1966) of synthetic
phonics instruction has been shown to be one of the most effective strategies to remediate
reading challenges for students with severe dyslexia. The Orton-Gillingham Sequence is as
follows:
1. The student is shown a letter and repeats its name after the teacher.
2. The teacher demonstrates how to form the letter and the student traces over the model.
The student then copies the letter, and then writes the letter from memory.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 45
3. Each phonic unit is present on individual cards with consonant letters on white cards and
vowel letters on salmon-colored cards. The sound is introduced with a key-word. The
student repeats the key-word before providing the sound (e.g., a ... apple .. ./a/).
4. The letter sounds are taught in groups as rapidly as they can be learned. The first letters
are: a (short sounds as in cat), b, f, h, j, k, m, mp , t.
5. After the names and sounds are learned, blending is introduced. A consonant, vowel, and
consonant are presented and the student provides the sounds rapidly until they can
produce the whole word.
6. The teacher then pronounces a word slowly and separates the sounds. The teacher then
asks the student to: repeat the word, name the letters, write the word while naming each
sound, and then read back the word.
7. Once mastery is assured, additional sounds are introduced. The recommended sequence
is g (go), o, initial r and 1, n, th (this), u, ch, e, s, sh, d, w, wh, y, v, z.
8. Consonant blends are introduced and then the following sounds: qu, x, y, ph, s, and z.
9. The long sounds of all vowels are introduced and the vowel consonant-e spelling pattern
( e.g., a-e, safe).
10 . The student practices reading material that has a controlled vocabulary (decodable text)
to practice this alphabetic approach to words.
Other multisensory instructional approaches. The Fernald Method is a process of
using tracing to teach phoneme-grapheme association using decodable text. There are several
benefits, including requiring the student to pay attention and look at each letter, reinforcing the
connections between phonemes and graphemes, and requiring the student to eventually write the
word from memory, not copy it. There are four stages that are a part of the Fernald Method:
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
•
Stage 1: Tracing the word -
•
finger contact
•
saying while tracing
•
writing from memory
•
using in context
•
Stage 2: Leaming by looking, saying, and writing
•
Stage 3: Leaming directly from print
•
Stage 4: Generalizing and independent reading
Instruction of Morphemes to Support Spelling
46
Morphemes are the smallest meaningful unit of language (Perfetti, 2011). There are two
types: free, which function independently, and bound, those that must combine with other
morphemes (e.g., prefixes, suffixes, and endings). The four most frequent prefixes are presented
below.
Prefix Meaning
dis- opposite
in-, im-, il-, ir- not
re- agam
un- not
These prefix comprise 58% of the prefixed words in English. Research by White, Sowell, and
Yanagihara ( 1989) has shown that there are 26 prefixes that account for 97% of prefixed words.
The most frequent prefixes and suffixes in printed English are presented below.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 47
un- de- dis-
en- anti- over-
mis- in- (not) inter-
fore- in (in, into) super-
semi- pre- under-
re- trans-
non- mid-
Suffix Meaning
-ed past tense verb
-mg verb form
-ly characteristic of
-s, -es more than one
Interventions for Reading Fluency
It is important to make the distinction that instructional strategies that teach students
phonics are not designed to teach reading fluency, so other instructional strategies must be
utilized (Mather & Wendling, 2012). Interventions for reading fluency may include rapid word
recognition. In this strategy, an excel sheet is created whereby teachers can make rapid word
charts (Neuhaus Education Center, 2019). Other strategies include repeated reading of passages
as well as the use of books on auditory media.
Curriculum by Mercer and Campbell called Great Leaps Reading provides reading
fluency practice through daily one-minute timing of reading passages. These can then be charted
measuring four areas: phonics, sounds in isolation to eve, cvvc, cvce patterns; sight phrases; and
stories. Another strategy is the Choral Repeated Reading Three Step Process. With this method,
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 48
a teacher first reads a short passage. Next, the student and teacher read the passage together.
Finally, the student reads to the teacher by themselves. This strategy has been found to be very
effective. Lee and Yoon Yoon (2017) conducted a meta-analysis looking at effective strategies
for improving reading fluency for students with reading disabilities. The researchers found that a
student listening to a passage preview in combination with repeated reading (reading the passage
four times) was most effective for improving the reading fluency of students with reading
disabilities.
Interventions for Reading Comprehension
Just as phonics instruction is not designed to teach reading fluency, it is also not designed
to teach reading comprehension. Rief and Stem (2010 ) wrote a practical reference for parents
and teachers to support students with dyslexia. In their checklist, specific interventions for
comprehension strategies were elucidated:
•
Be explicit - tell students exactly what the strategy is, when to use it, and how it will be
beneficial
•
Model the use of the strategy being taught such as stopping to make predictions, asking
yourself questions, describing the visualizations of the text
•
Students with dyslexia have the ability to comprehend at an average to advanced level
when material is heard (they have good listening comprehension generally). Give
opportunities for listening to the text that is being read by a fluent reader.
•
Provide extensive guided practice whereby the student uses the strategy that is being
taught
•
K-W-L strategy: This strategy starts prior to the reading but it continues throughout and
after the process. Use of a chart that is divided into three columns
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
•
First column (K) stands for what is already known about the sub ject. This step is
intended to activate the student's prior knowledge.
•
Second column (W) stands for what students want to learn or discover about the
sub ject. This gives the purpose for reading.
•
Third column (L) stands for what was learned and is completed while or after new
information is learned from the reading or through discussion after reading.
•
Summarizing - this skill is very important in reading comprehension. This includes
identifying the main idea.
49
Students who struggle to learn to read, such as those with dyslexia, require explicit
reading instruction that is evidence-based, multisensory, direct, structured, systematic,
repetitious, controlled, intensive, and sequential in approach. Early intervention with a
structured and systematic phonics program is crucial. This should be followed with instruction
to increase reading fluency (speed and accuracy), build grammar and vocabulary, and improve
comprehension. Monitoring the effects of the intervention is a central component to treating
dyslexia in the classroom.
Assessing the Effects of Intervention
By assessing the effectiveness of the interventions that have been administered in all
areas, including PA, alphabetic principles, fluency, and ultimately, comprehension, teachers will
be able to plan appropriate next steps for students' reading instruction. One phonics assessment
written by Butterfield and Tolkin (2017) measures phonics skills by grade level and expected
mastery levels are given with designations of "grade level," "intermediate intervention," and
"intensive intervention."
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Phonics Assessment (Butterfield & Tolkien, 2017)
1. Kindergarten:
a. letter / sound recognition
b. consonant sounds
c. vowel recognition and names
d. short vowel sounds
2. First Grade: (All of Kindergarten and the following: )
a. Decoding of consonant I vowel / consonant words
b. consonant digraph sounds
c. initial consonant blend sounds
3. Second Grade: (All of Kindergarten and First grade as well as the following: )
a. Final consonant blends
b. Final e long vowel words
c. Modified R vowels
d. ng /nk endings
50
To measure PA using informal measures, the following tools are designed to accomplish
that task:
1. CORE Phoneme Deletion test
2. CORE Phonological Segmentation test
3. Phonological Awareness Skills Screener (PASS; Special Education Network & Inclusion
Association, 2011)
Decoding - commonly used informal measures:
1. CORE Phonics Survey
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
2. CORE Graded high-frequency word survey
3. San Diego Quick Assessment (both phonics and sight word recognition)
4. Dynamic Indicator of Basic Early Literacy Skills, 6th Edition (DIBELS)
51
Assessing the effects of the intervention provided helps to determine the effectiveness of
the series of academic supports that were provided to the student. It is good to consider previous
curriculum that was constructed for the purpose of instructing teachers to recognize dyslexia and
then crafting effective interventions for a student's areas of need.
Prior Attempts
There have been a number of different methods that practitioners have used to instruct
teachers on how to identify dyslexic symptoms. One method was produced by Mindplay (n.d.).
This is a three hour online course that is based on the work of Mather and Wendling. It is
entitled "Understanding Dyslexia" (Mindplay, n.d.). In addition to various books on the sub ject,
for-profit organizations have created seminars and professional trainings. One such organization
is the Wilson Language Training Corporation (n.d.), which developed the Wilson Language
Training program. In addition to curriculum programs designed for students identified with
dyslexia, the Wilson organization conducts professional development workshops and courses
around the country, but primarily out of their training headquarters in Oxford, Massachusetts.
Analysis of Prior Attempts
The prior attempts referenced previously utilize 21st century technology as a primary
medium for delivering lessons and content. In addition to in-person workshops, trainings can be
conducted through website-based access to lessons. This can be an advantage for individuals
who are not able to travel to the locations where the training takes place. However, this can also
be a detriment for teachers who are not technically savvy. This medium can distract significantly
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
from the content, creating a cognitive load that is too great for the learner. Complicating the
delivery method for the learners can become too unwieldy.
52
Another significant problem that these prior attempts equally share is their monetary cost.
Both of these programs are expensive, and this should determine whether teachers get the
required knowledge and skills to be effective dyslexia interventionists. Another consideration
for these prior attempts is that their end goal is to impart a level of training to the learners such
that they can be considered dyslexia intervention specialists. These programs do not have an
intermediary step, which this curriculum is designed to provide: a step that is designed for the
novice general education teacher to recognize the signs of dyslexia and then design a short-term
Tier-2 MTSS intervention program.
Theoretical Approaches to the Curriculum Design
It is important to have a theoretical framework from which to design this dyslexia
awareness curriculum. An understanding of key theoretical models of how individuals learn and
the cognitive processing that is involved will ground this curriculum in evidence-based practices.
Merrill's First Principles
Merrill (2002) found that, in all instructional design theories, there are five foundational
key first principles are. First, learning is advanced when learners are working to solve real-world
problems. A second principle is that learning is advanced when prior knowledge is activated
foundationally, upon which new knowledge may connect. Third, learning is advanced when new
knowledge is demonstrated to the learner. Fourth, learning is advanced when there is application
of the new knowledge. Finally, learning is advanced when the new knowledge is integrated into
the learner's world and practiced.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 53
As discussed in Chapters One and Two, the educational debt and the academic gap
between unidentified students with dyslexia and their classmates is a real-world problem that
learners of this curriculum will be actively involved in solving. Having a clear picture of the
teacher-learner's prior knowledge will be a key component of this curriculum. This curriculum
will utilize modeling, practice, and feedback for the teacher-learners. This will ensure that
application and integration of new knowledge occurs.
Social Constructivism
According to Smith and Ragan (2005), social constructivism originated in the larger
educational philosophy of rationalism, which states that reason is the primary source of
knowledge and that reality is constructed, as opposed to discovered. Jean Piaget, a founding
proponent of constructivism, put forth the idea that knowledge is not transmitted; rather, it is
constructed. One of the main tenets of social constructivism is that learning is collaborative,
with meaning negotiated from multiple perspectives. Regardless of the medium or setting in
which learning occurs ( e.g., small or large group discussion, work groups or as an individual
with a textbook), collaboration between individuals takes place.
The learners who engage with this proposed dyslexia curriculum will do so within a
social context. They will work in small and large group settings constructing new knowledge
connected to their previously learned inf ormation. Each of these learners will come with various
levels of prior knowledge on the topic. This will require the administrator of this dyslexia
curriculum to have a solid understanding of instructional design that is generative and not
supplantive.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 54
Generative Versus Supplantive
Smith and Ragan (2005) presented a two-pronged instructional design theory/model:
generative and supplantive. In both generative and supplantive sides of this instructional theory,
three key domains are present: learner, task, and context. How an instructor approaches the
learner (from the generative or supplantive perspective, or both) depends on analysis that the
instructor has undergone of these three domains. The generative side of this instructional theory
positions the learner as having much prior knowledge, so the tasks given can be complex, and the
context can provide ample time. For the supplantive side, the learner is understood to have low
prior knowledge of the topic. Thus, the task given to the learner is simple, and the learner's
context in terms of time would be limited. There are four key component events of instruction
within this framework. An introduction is required to set the stage for the new learning that will
be taking place. This is followed by the body of the lesson. A conclusion that summarizes the
new information presented follows the body. This then leads to an assessment of the learning
that has occurred.
The teacher-learners for this proposed dyslexia curriculum will come to this professional
development training with a mix of prior knowledge, cognitive aptitude, and levels of
motivation. Implementers of this curriculum will need to have a thorough understanding of
where the students are on the instructional needs spectrum between generative and supplantive.
Cognitive Processing Analysis
Cognitive processing analysis (information processing analysis) has been a significant
component in how a learning task is analyzed (Smith & Ragan, 2005). Cognitive processing
analysis focuses on the mental operations required for the learner to engage in an observable
task. Analyzing the difference between how a novice person completes a mental task and how
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 55
an expert does so can lead to a greater understanding of the steps that need to be taught to a
learner. A key component of cognitive processing analysis design is a clear understanding of the
learners' prior knowledge and how that knowledge is organized. There should be a clear
understanding of the learner's general aptitudes in the areas of processing skills.
Social Cognitive Theory
Social cognitive theory is derived from a psychological model of behavior (Bandura
1977, 1986; Pajares, 1996; Schunk & Simmerman, 1994, 1998). Social cognitive theory posits
that three components comprise learning and behavior: personal, behavioral, and environmental.
These factors interplay with each other to reinforce and shape learning. Further, an individual
has agency or the ability to influence their own behavior and the environment in a directful and
goal-oriented manner. This can occur through an individual's self-reflection, self-regulation, and
metacognition. The learners of this dyslexia awareness curriculum will need to utilize self
reflection, self-regulation, and metacognition as they integrate the knowledge gained through this
curriculum into their practice.
Knowledge Types
Examining the cross-section between both the kind of knowledge to be learned and the
processes by which learners learn ( cognitive process) can lead to clear and focused objectives for
learners (Anderson & Krathwohl, 200 1). There are four types of knowledge identified. Factual
knowledge is identified as discrete independent content. Conceptual knowledge involves
complex organized knowledge forms, such as concepts ( classifications and categories), processes
(models, theories, structures), and principles ( cause and effect generalizations). Procedural
knowledge is framed in terms of how to do a particular skill or a criteria for making decisions,
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 56
( e.g., when to do something) in certain contexts and environments. Metacognitive knowledge is
understanding of the thought processes generally and also about your own cognition.
Learners of this dyslexia awareness curriculum will need to acquire all four types of
knowledge. They will gain factual knowledge about what dyslexia is. They will gain conceptual
knowledge about the various cognitive processing systems involved in the act of reading. They
will gain procedural knowledge on when to engage in assessment processes and intervention
strategies. They will gain metacognitive knowledge as they consider their own reading processes
as well as their instructional practices and how those can be utilized, modified, or incorporated
into their dyslexia awareness and intervention practices.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 57
CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT
Learner Profile
This chapter is delivered in two distinct sections which discuss the learners and the
context where the learning occurs. The first section examines the learner who will be taught this
curriculum. It examines the learners' cognition, physiology, self-efficacy, and prior knowledge.
The second section explores the learning context by focusing on the specific facilitator
characteristics, the existing programs and curriculum, the available electronic medium that is
present, the physical classroom structure, and the curriculum's plumb aspect relative to the
organizational mission.
Ability
It is important to examine the cognitive characteristics or make-up as well as the expected
physiological characteristics with which the participants engage this dyslexia awareness and
Tier-2 intervention curriculum.
Cognitive characteristics. Participants in this context will have a wide range of
professional experience, as some will be newly credentialed teachers and others will be tenured
teachers with more than five years of instructional experience. Participants will come to this
training with several well-established cognitive skills, including being able to read words,
sentences, paragraphs, and complete works of literature with understanding and comprehension.
The participants will be able to approach college-level text to analyze and synthesize the material
and place it within their own cognitive schema. They will have an advanced level of cognitive
development and be able to make inferences, associations, and use logic to frame their
understanding of new material presented.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 58
The participants will be able to use their five senses to perceive the world around them,
and they will be able to incorporate this information to orient themselves to their surroundings.
The participants will be able to work in small and large groups as well as engage in individual
work. They will be able to incorporate new information through a variety of cognitive processes
including, visual, auditory, and kinesthetic, as described by information processing theory. The
participants will come with specific prior knowledge from their teacher preparation training
programs. They may also come with prior knowledge learned from other professional
development opportunities, which may be in line with the content of this curriculum. These
cognitive characteristics are generally required for teachers to have completed the required
educational standards in colleges and universities as well as in fulfilling state credentialing
programs.
Physiological characteristics. The participants in this curriculum will come into this
training with a number of physical features and characteristics. Typically, they will have near
average vision, hearing, and overall sensory systems intact. They will be in generally good
health and well enough to participate in this professional development curriculum.
Accommodations will be accounted for and provided for participants who have unique learning
needs relative to vision, hearing, or other sensory issues. The learners' ages may range widely.
Some may be just beginning their teaching career and be on the younger side. Other participants
may be a number of years into their career and be in their 30s or 40s. There may be participants
who are toward the back third of their career and may be in their 50s or 60s. As multi-sub ject
elementary school teachers, they are expected to be able to work with students as young as five
and up to fifth or sixth grade. This typically requires engaging in physical activities such as
standing, walking, running, and lifting throughout a school day.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 59
Self-Efficacy
Bandura ( 1997) describes self-efficacy beliefs as the self perceptions that an individual
holds about their own capabilities. It is these beliefs, according to social cognitive theory, which
form the foundation of learners' motivation, well-being, and personal accomplishments (Pajares,
2010). Self-efficacy beliefs affect several areas of learning. One of these is how much effort an
individual will put forth in a given activity. Self-efficacy beliefs also contribute to a person's
thought patterns and emotional reactions (Pajares, 2010). The learners in this curriculum will
come to this training with different levels of self-efficacy relative to the content of this
curriculum. As committed educators, the learners will come with a high sense of value for
education itself and a strong commitment to the belief that all children deserve the best education
that will meet their needs. The learners should come to this training with a positive attitude
toward learning new material and content that will make them better practitioners of education.
Affective Characteristics
The learners will access this curriculum with varying levels of affect to learn the material.
The learners' wide range of teaching experience, from first-year teachers to seasoned teachers in
their 30th year, will certainly affect their affect and willingness to engage in learning new
material. The teachers' professional experiences with past training of this type will inform their
commitment to fully engage with the material. If their past experiences have been less than ideal
from their perspective, they will approach this training with low motivation and low affect
toward the material. Inversely, if they come to the training with high motivation and affect, they
will be much more likely to engage in the curriculum ready to acquire new knowledge.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 60
Social Characteristics
The learners of this curriculum will be established Kindergarten, first, and second grade
teachers. Teachers in these grades are often described as caring and nurturing, as they often need
to support children who are just beginning their educational careers. In general, these learners
will have a higher degree of patience than teachers of older students. They should come with a
collaborative spirit. They typically will have general respect for their peers and for authority. As
teachers, it would be natural to speculate that they come from, at a minimum, low to average
middle-class socioeconomic status. They may come from a wide range of racial/ethnic
backgrounds.
Prior Knowledge
The learners of this dyslexia awareness and intervention curriculum will be established
Kindergarten through second grade teachers. As such, they will come with prior knowledge
about beginning readers and what early literacy skills are required for a student to develop strong
literacy skills.
General world knowledge. As current instructors, the participants will bring with them
general knowledge. This may include how education is generally structured in public schools
and how curriculum is used to impart new knowledge to students. This knowledge will come
from their direct experiences in their current professional settings as well as from their personal
experiences as recipients within school systems. The participants will have general definitions of
concepts such as the alphabet, letter sounds, words, and phonics. Utilizing the participants'
experiences as instructors will be a useful strategy to increase their application of new
knowledge, strategies, and skills.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 61
Specific prior knowledge. The learners, being multi-sub ject credentialed teachers, will
come with the preparatory classes and knowledge they acquired within their teacher training
programs. This specific knowledge may be in line with this curriculum, or it may run divergent
to it. The learners will need to know how to cooperatively participate in an extended
professional development training. They will need to be able to synthesize and align their prior
knowledge with new information that will be presented in this curriculum. The learners should
have an understanding of their own learning style and utilize strategies that have worked for
themselves in the past, such as active listening and written note-taking strategies like Cornell
notes.
Description of the Learning Environment
Facilitator Characteristics
The facilitators of this curriculum will be educators who are knowledgeable about
dyslexia and the struggles that dyslexic students experience. They will have a strong
commitment to improving the knowledge, skills, and expertise of teachers. They will be
individuals who are organized and who plan out all of the sessions before they are delivered.
The facilitators of this curriculum will be comfortable with presenting material that is dense and
will be skilled at gauging how the learners are receiving the new inf ormation while being
mindful of cognitive load.
Existing Curricula/Programs
This dyslexia awareness and intervention development curriculum is a standalone
product. The current English language arts curriculum that has been adopted by the school
district will not need to be adapted or changed in any way to accommodate this curriculum.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 62
Available Equipment and Technology
The facility where this curriculum will be delivered will be a training room that is large
enough to hold five to six tables with ten chairs each. It will have technology such as a video
projector and appropriate audio and video cables to interface with a computer laptop. The room
will have available internet access for the participants to utilize. Low-tech materials such as
poster paper, markers, crayons, and colored pencils will be available for use during various
activities.
Classroom Facilities and Learning Climate
The room will be appropriately lit and will meet building code requirements for windows,
entrance ways, and exits. The room will have wall space for small break-out groups to post
worked examples and poster paper displaying artifacts they create during various activities.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
CHAPTER FOUR: THE CURRICULUM
Overall Curriculum Goal, Outcomes, and Summative Assessment
The purpose of this chapter is to outline the curriculum goal, outcomes, and surnmative
assessment. The overall purpose of this curriculum is to provide professional development to
established general education teachers. By increasing teacher's knowledge of the
neurobiological components of dyslexia and how a dyslexic student processes phonology and
orthography in a manner different from that of a neuro-typical student, they will have a better
appreciation for the unique learning needs of these learners and will be able to develop
instructional practices that will meet dyslexic students' needs.
Curriculum Goal
63
The curriculum goal is to give established Kindergarten through second grade teachers
knowledge on the foundational components for identifying, diagnosing, and treating dyslexia in
the general education classroom. They will learn and understand what dyslexia is and how to
identify students in their classrooms who may exhibit that learning profile. They will be able to
isolate students' specific cognitive learning deficits and then develop a Tier-2 MTSS intervention
program within their classroom. They will be able to measure the student's response to that
evidence-based treatment and determine if the student should be referred for further support
within special education or if the interventions are having a positive effect and should be
continued.
Curriculum Outcomes
By the end of this course, learners will be able to
• Identify the warning signs for students who may have dyslexia.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
• Determine what measurement instruments to utilize for measuring the present levels of
reading performance.
64
• Develop specific interventions tailored to the specific areas of knowledge and skill deficit
for each individual student.
• Measure the effectiveness of the interventions implemented and determine appropriate
next steps.
Summative Assessment
The effectiveness of this curriculum will be shown when teachers demonstrate
knowledge of the foundational components of language. They will have an understanding of
what dyslexia is and what warning signs to look for in their students. They will be able to
develop a specific intervention program within the general education context to address the
achievement gaps in those students. They will be able to self-reflect on the success of that
intervention and determine appropriate next steps. Ultimately, learners will be able to help their
students who are struggling to learn the foundations of reading to demonstrate improved
foundational reading skills. To measure these critical learning outcomes, students of this
curriculum will complete a summative assessment. Students will receive a case study of a
student who is struggling to learn foundational reading skills. Students will be asked to construct
a lesson plan that shows a sequence of tasks they would engage in to determine the student's
current prior knowledge, areas of deficit, and the first lesson plan for the intervention they would
develop.
Cognitive Task Analysis (Information Processing Analysis)
Three cognitive task analyses (CTAs) were undertaken with practicing educators who are
highly knowledgeable about working with students with dyslexia; they are considered subject
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 65
matter experts (Koh, et al., 2015; Smith & Regan, 2005). These were conducted in support of
the development of this curriculum. All three experts interviewed agreed with the sequence of
learning tasks proposed in this curriculum for instructing teachers on identifying students with
dyslexic symptoms, analysis of the student's learning needs, and development of classroom
interventions. Because of the ubiquity of dyslexia, the experts agreed that this training should be
conducted within professional development training sessions at the beginning of the school year
for new and tenured general education K-2nd grade teachers.
Overview of the Units
Units for this course are structured to follow the steps of the CT A as follow:
1. Identify the red flags of a student who is struggling to progress in foundational reading
skills. (CTA, Literature Review)
2. Determine what screeners to use to measure areas of weakness. (CTA, Literature Review)
3. Identify the pre-skills required to accurately perform the reading standard. (CTA,
Literature Review)
4. Through a multisensory approach, provide instruction on specific pre-standard skills
(Orton-Gillingham) in which the student is showing weaknesses. (CTA, Literature
Review)
5. Monitor the student's progress towards mastering those pre-standard skills, increasing
automaticity. (CTA, Literature Review)
General Instructional Methods Approach
This curriculum design will utilize several research-based components. Mayer (2011)
shared, from the research, how individuals learn, describing three key principles for how the
brain acquires new knowledge. First, everyone has two distinct channels by which they process
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 66
verbal and visual material. Second, people have limited capacity for the amount of information
they can process at one given time. Third, for meaningful learning to take place, an individual
should engage in active processing of the information that is being presented. This is also called
generative processing (Mayer, 2011; Smith & Ragan, 2005).
The presentation of this curriculum will take into account Gagne' s learning outcome
types. These include declarative knowledge, intellectual skills, cognitive strategies, attitudes,
and learning enterprises (Smith & Ragan, 2005).
Declarative knowledge is defined as factual information about a given topic. The
individual engaged in expressing declarative knowledge may be asked to recall, paraphrase, or
summarize. While this level of knowledge can be thought of as superficial, it is required in order
to engage in more complex topics and will eventually become new prior knowledge.
Intellectual skills are comprised of the ability to discriminate between information that
comes to the learner through the five senses: vision, auditory, tactile, olfactory, and taste. Other
intellectual skills described by Smith and Ragan (2005) are concepts, principles, procedures, and
problem solving.
Cognitive strategies that are utilized by an active learner include rehearsal, elaboration,
organization, comprehension monitoring, and monitoring of affect.
Attitudes are key for a learner's success. They help ensure positive self-efficacy and
positive motivation to persist in the learning activity through active choices. It is through an
individual's attitudes that cognition, affect, and behavioral components interconnect (Smith &
Ragan, 2005).
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Leaming enterprises are described by Gagne and Merrill (1990) as a purposive activity
that depends for its execution on any combination of declarative knowledge, intellectual skills,
cognitive strategies, or attitudes (Smith & Ragan, 2005).
67
This curriculum design will also utilize the research-based best practices of guided
experiential learning (GEL; Clark, Yates, Early, & Moulton, 2010 ), a framework for
instructional design and delivery. The GEL model incorporates cognitive load theory, the goal
of which is to help beginning-to-intermediate learners acquire knowledge and skills more
efficiently through monitoring the amount of information/processing that is being asked of their
working memory.
To manage cognitive load, each lesson GEL includes seven specific elements in the
following sequence: objectives (specification of actions and the conditions and standards of
achievement); reasons for learning (advantages and risks for not learning); overview (knowledge
models and content outline); conceptual knowledge ( concepts and processes necessary to learn or
perform a task); demonstration of the procedure ( clearly articulated with descriptions of all
elements of a task); part and whole-task practice of the procedures with corrective feedback; and
challenging, competency-based assessments which will include the learner's reactions
( confidence and value for the learning) and learning (memory for both conceptual knowledge
and application skills for all of the procedures presented; Clark, et al, 2010).
Description of Specific Learning Activities
The specific activities in each of the curriculum units will move from declarative
knowledge to procedural knowledge following Gagne's (1988) learning outcome types as well as
Merrill's (2002), first principles of instruction. Supplantive strategies will be utilized in all units,
but it is important to ensure that strong foundational prior knowledge is achieved by the learners
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 68
within the first unit. It is imperative that the learners understand what dyslexia is and what it is
not. This is important in order to identify the red flags of dyslexia in their students: the stated
outcome of Unit 1. This will ensure that Merrill's first instructional principle, lessons should be
grounded in real-world problems, will be achieved. Merrill's second instructional principle,
activate relevant cognitive structures, will be utilized in all units, particularly in Units 3 and 4
where learners will be required to know the prerequisite foundational reading skills and then
instruct in those specific areas of identified weakness areas. Merrill's third principle,
demonstration of new skills acquired, will be accomplished in the curriculum by incorporating
generative activities to create artifacts that the learners can utilize in their classrooms. Merrill's
fourth and fifth instructional principles, application of new knowledge and integration of new
knowledge, will be accomplished in the curriculum by ensuring many opportunities for practice
and feedback during the structured activities of each of the lessons.
The Sequence of the Units
The pacing of the curriculum is based on cognitive load theory (Clark, Nguyen, &
Sweller, 2011; Mayer, 2011; Smith & Ragan, 2005) where only the most relevant inf ormation is
presented to students so that they will not be overwhelmed with unnecessary information.
Managing the learner's cognitive load is imperative in disseminating complex learning tasks.
Additionally, the sequence of the units is constructed so that a thorough presentation of what
dyslexia is can be achieved. This is crucial for ensuring that the learner's prior knowledge is
well formed and as free of inaccurate information as possible. The following units flow in order
of the process through which the learners will be performing the tasks when they are in their
classrooms on their own. This will help ensure that the steps are organized in the learner's minds
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 69
and will be more readily accessible to them after the completion of the professional development
sess10n.
Unit 1 - Understanding the neuro-cognitive skills involved with reading and identifying the
warning signs of a student who is struggling to progress in foundational reading skills. (CTA
Step 1)
Terminal learning objective.
• Given their understanding of how neuro-typical students attain
foundational reading skills, learners will create a list of warning signs to
identify a child who is not learning foundational reading skills.
Prerequisite analysis (enabling objectives)
• Know what "neuro-typical" means
• Know what the foundational reading skills are
• Be able to generate a list of warning signs of a student who is not learning
the foundational reading skills
Learning activities
• After introductions and attention activities, assess prior knowledge of the
meaning of neuro-typical reading development and foundational reading
skills.
• Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
• Provide opportunities for learners to generate their own examples and
nonexamples.
• Model the procedure for list of warning signs of a student who is not
learning foundational reading skills.
• Provide practice and feedback for generating a list of warning signs of a
student who is not learning foundational reading skills.
• Provide opportunities to transfer knowledge to create a list of warning
signs of a student who is not learning foundational reading skills.
Learning assessment
• Students will create a list of red flags to identif y a child who is not
learning foundational reading skills according to the rubric.
Unit 2 - Determine what screeners to use to measure areas of reading weakness. (CTA
Step 2)
Terminal learning objectives
• Given their knowledge and experience with assessment instruments,
learners will create a list of appropriate assessment tools to measure a
student's weaknesses in foundational reading skills.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Prerequisite analysis (enabling objectives)
• Know what "assessment instruments" means
• Know what potential weaknesses a student may have in foundational
reading skills.
70
• Be able to generate a list of appropriate assessment instruments and know
which skills are being assessed by that assessment instrument.
Learning activities
•
•
•
•
•
•
•
After introductions and attention activities, assess prior knowledge on the
meaning of assessment instruments, including the various types and what
they measure.
Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
Provide opportunities for learners to generate their own examples and
nonexamples.
Model the procedure for determining which assessment instrument is
appropriate for measuring foundational reading and cognitive skills.
Provide practice and feedback for determining which assessment
instrument is appropriate for measuring various specific skills.
Model the procedure for creating a list of assessment instruments that are
appropriate for measuring foundational reading and cognitive skills.
Provide opportunities to transfer knowledge to create a list of assessment
instruments that are appropriate for measuring foundational reading and
cognitive skills.
Learning assessment
• Students will create a list of assessment instruments that are appropriate
for measuring foundational reading and cognitive skills according to the
rubric.
Unit 3 - Identify the pre-skills that required to accurately perform the reading standard the
student is missing. (CTA Step 3)
Terminal learning objectives
• Given their new prior knowledge, learners will create a spreadsheet
identifying all of the cognitive and academic skills required for a student
to efficiently and accurately read orthographic information and will be
able to identify those that are not developing within their own students.
Prerequisite analysis (enabling objectives)
• Know what "cognitive skills," "academic skills," and "orthography" mean
• Know what efficient and accurate reading of orthography looks like
• Be able to generate a list that defines cognitive and academic foundational
reading skills
• Be able to create a visual graphic table that defines cognitive and
academic foundational reading skills gaps.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 71
Learning activities
•
•
•
•
After introductions and attention activities, assess prior knowledge of the
meaning of cognitive skills, academic skills, and orthography.
•
•
•
Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
Provide opportunities for learners to generate their own examples and
nonexamples.
Model the procedure for generating a list of all of the cognitive and
academic skills required for a student to efficiently and accurately read
orthographic inf ormation.
Provide practice and feedback for generating a list of all of the cognitive
and academic skills required for a student to efficiently and accurately
read orthographic information using a rubric.
Model the procedure for creating a list of all of the cognitive and academic
skills required for a student to efficiently and accurately read orthographic
information.
Provide opportunities to transfer knowledge to generate a list of all of the
cognitive and academic skills required for a student to efficiently and
accurately read orthographic information.
Learning assessment
• Students will generate a list of all of the cognitive and academic skills
required for a student to efficiently and accurately read orthographic
information, per the rubric.
Unit 4 - Through a multisensory approach, provide instruction on specific pre-standard
skills (Orton-Gillingham) in which the student is showing weaknesses. (CTA Step 4)
Terminal learning objectives
• Given their new prior knowledge, learners will create a Tier-2 intervention
based on a rubric that identifies a specific pre-standard skill to remediate
(such as Orton-Gillingham) a student's area of reading weakness using a
multisensory approach.
Prerequisite analysis (enabling objectives)
• Know what pre-standard reading skills are and what "reading weaknesses"
means.
• Know what "multisensory reading instruction" ( such as Orton
Gillingham) means.
• Know what "create a lesson plan" means.
• Be able to create a specific intervention lesson plan addressing a student's
knowledge/ability deficits in pre-standard reading skills utilizing
multisensory strategies such as those used in Orton-Gillingham's
methodology.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 72
Learning activities
• After introductions and attention activities, assess prior knowledge of the
meaning of pre-standard reading skills, reading weaknesses, multisensory
reading instruction strategies (Orton-Gillingham), and lesson plan
development.
• Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
• Provide opportunities for learners to generate their own examples and
nonexamples.
• Model the procedure for generating components of a lesson plan to
address a student's weaknesses in pre-standard reading skills.
• Model the procedure for generating a menu of multisensory strategies like
those used within an Orton-Gillingham methodology to address a
student's weaknesses in pre-standard reading skills.
• Provide practice and feedback for generating components of a lesson plan
to address a student's weaknesses in pre-standard reading skills using a
rubric.
• Provide practice and feedback for generating a menu of multisensory
strategies like those used within an Orton-Gillingham methodology to
address a student's weaknesses in pre-standard reading skills using a
rubric.
• Model the procedure for creating a lesson plan to address the pre-standard
reading skill deficits of a student utilizing multisensory (Orton
Gillingham) strategies.
• Provide opportunities to transfer knowledge to create their own lesson
plan to address the pre-standard reading skill deficits of a student utilizing
multisensory (Orton-Gillingham) strategies.
Learning assessment
• Teacher-learners will create a lesson plan based on a rubric that identifies
a specific pre-standard skill to remediate a student's area of reading
weakness using a multisensory approach (such as Orton-Gillingham) per
the rubric.
Unit 5 - Monitor the student's progress towards mastering those pre-standard skills,
increasing automaticity. ( CT A Step 5)
Terminal learning objectives
• Given their prior knowledge, learners will create a monitoring system to
track the eff ectiveness of the reading intervention that is implemented
based on an established rubric.
Prerequisite analysis (enabling objectives)
• Know what "monitoring system" and "track effectiveness" mean.
• Know when to utilize this monitoring system.
• Be able to generate a set of data criteria based on specific reading skills
that are being remediated.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 73
• Be able to create the monitoring system utilizing preferred medium (paper
and pencil vs. computer software).
Learning activities
•
•
•
•
•
•
After introductions and attention activities, assess prior knowledge of the
meanings of monitoring system, tracking, effectiveness, and temporal
considerations.
Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
Provide opportunities for learners to generate their own examples and
nonexamples.
Model the procedure for generating a monitoring system .
Provide practice and feedback for generating a monitoring system using a
rubric.
Model the procedure for creating the monitoring system and when to
utilize it.
• Provide opportunities to transfer knowledge to create their own
monitoring system.
Learning assessment
• Learners will create a monitoring system to track the effectiveness of the
reading intervention that is implemented based on an established rubric.
Scope and Sequence
Scope and sequence tables are useful tools for both instructors as well as learners to be
able to see at any given point during the course of study where they were, where they are, and
what is coming next in the program (Smith & Regan, 2005). For this specific dyslexia
intervention curriculum for general education elementary teachers, the following table will be
utilized for that purpose. There are four denotations to describe the degree of mastery the
learners will achieve in relationship to the curriculum outcomes. Preview is denoted as "P" and
indicates that a brief presentation of that particular concept will be shared during that unit. The
level of mastery the learners will achieve at this level will be minimal. The designation
"Introduced" is designated as "I" and indicates that a more in-depth presentation of that
curriculum outcome is presented. The designation called "Reinforced" is marked as "R." This
designation indicates that the curriculum outcome within that unit is being re-examined and
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 74
further practice and feedback opportunities are given. The final designation in the scope and
sequence is called "Mastery" and is designated as "M." At this point in the scope and sequence,
the learners will be able to fully understand, explain, and utilize that particular curriculum
outcome across settings.
Table 6
Scope and Sequence
P = Preview
I = Introduced
R = Reinforced
M = Mastered
Curriculum Outcomes
Define what dyslexia is and
what are the
neurological/cognitive
processing characteristics of
a person with dyslexia.
Identify the warning signs
for students in the classroom
that may have dyslexia.
Determine what
measurement instruments to
utilize for measuring the
present levels of reading
performance.
Develop specific
interventions tailored to the
specific areas of knowledge
and skill deficit for each
individual student.
Measure the effectiveness of
the interventions
implemented and determine
appropriate next steps.
Unit 1:
I
p
p
p
p
Curriculum Units
Unit 2: Unit 3: Unit 4: Unit 5:
R R R M
I R R M
p I R M
I I I M
I R R M
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 75
Delivery Media Selection
It is important to consider how the curriculum is presented to the learners, including what
media will be utilized and in what context (Clark, et. al. 2010, Mayer, 200 1). It is of utmost
importance that the curriculum is not presented to the learners so that mastery of content and
procedural knowledge be compromised due to an overloading of the learner's cognitive capacity.
Thus, the curriculum will be presented in small meaningful and sequential chunks to ensure that
demonstration of new information, practice with that information within a real-world context,
and quick and meaningful feedback is provided to the learners. The curriculum will contain both
supplantive and generative content (Smith & Ragan, 2005). This curriculum will follow
Merrill's (2002) five instructional design principles. Merrill found that learning is promoted
when the learner: (a) observes a demonstration, (b) applies the new knowledge, (c) undertakes
real-world tasks, (d) activates existing knowledge, and (e) integrates the new knowledge into
their world.
Key Considerations in Choosing Media
Decades of research in how instruction can be presented effectively within educational
settings has codified several characteristics that will be considered and implemented in the
selection of the media for this curriculum. Clark et al. (2010 ) framed instruction into two
components. First, instructional content is what the learner is actually learning: the new
knowledge. Second is the instructional methods, or how the new information is structured for
the learner, including what media are used for that purpose. Clark, et. al., (2010 ) have
demonstrated that three specific facets should be considered when selecting media for
instruction. First, curriculum designers need to ensure that conceptual authenticity be realized.
The media should be able to adequately depict the conditions required for learners to apply new
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 76
learning, including how and when it should be done. Second, curriculum designers should also
consider the ability of the media to provide immediate feedback to the learner, so how quickly
should the feedback be given is critical. Finally, curriculum designers should be mindful of any
special sensory requirements that are germane to the information being presented and the ability
of the media to provide that sensory support. Curriculum designers need to also be mindful of
any cost considerations when designing the curriculum delivery methodology. Table 7 provides
an analysis of these characteristics as they pertain to this curriculum design.
Table 7
Considerations in Media Selections
Consideration
Conceptual authenticity
Can the practice environment
replica te that required in the
learning objective?
Immediate feedback
Can the media provide
immedia te feedback required by
the learning objectives?
Spe cial sensory requirements
Is there special sensory
requirements to meet the
learning objective?
Cost
Are there cost considerations
that should be made?
Relation to Curriculum
Synchronous and asynchronous settings can provide the most
optimal environment for the deli very of conceptual authenticity .
Synchronous settings provide the best pla tform for more immedia te
feedback - especially for lessons that involve practicing
phonological processing activit ies.
Synchronous settings provide opportunities for learners to utilize
multi-sensory manipulatives to access tactile cognitive processing
strate gies. Multi-sensory manipulatives are defined within this
context, as physical items that can be seen and touched and are used
to help frame for the teacher-learner a concept such as phoneme
isolation. An example of a multi-sensory manipulative to support
the concept of phoneme isola tion would be the use of lxl tiles with
individual letters printed on them to show that the word: "CAT" is
compri sed of three separate phonemes that have three individual
orthographic symbols that are associated with each phoneme.
Sc hool districts will be able to utilize existing profess ional
developm ent buildings and equipment thereby minimizing the
direct costs to the institutions providing the train ing.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 77
General Instructional Platform Selection
This curriculum has been designed to work as a hybrid model with the majority of the
learning activities being administered within a live, in-person synchronous setting. Learners can
be provided access to articles and some videos that can be accessed asynchronously, outside of
the main professional development sessions, to allow for frontloading of information and early
connections and clarifications of the learner's prior knowledge.
Specific Media Choices
The media selected for the curriculum include both digital ( online) and traditional
( analog) resources and media that can be incorporated into synchronous and asynchronous
classroom settings when appropriate. Table 8 presents the tools that will be used in this
curriculum to present material.
Table 8
Specifi c Media Selection for the Curriculum
Media
Instructor- led
YouTube/video clips
Pur pose
The instructor will guide the
students through the material
and will facil itate conversations
connecting learne r's prior
knowledge to new information.
YouTube and video clips can be
used to as a method for
providing demonstration (both
positive and negative) of content
and procedur es. Videos can be
used to show the
symptomatology of dyslexic
students while they are readi ng.
Benefit
Learners will be provided
immedia te feedback as the
instructor provides frequent
checks for understa nding;
students will be able to ask
clarifying questions, and watch
demonstration of new skills and
procedur es.
Learners will be able to see
models of the skills being taught
as a second or third example.
They will be able to witness the
pacing of instruction and how
the model enga ges with the
student.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 78
Table 8, continued
Media
Articles of research/links for
assigned rea dings
Micro soft PowerPoint
Paper, pencils, pens, markers,
Post-its, etc.
Multi-sensory manipulatives
Pur pose
Articles will provide learners
with research and information
from dyslexic experts out in the
field engaged in the work the
learners are in the process of
discoveri ng.
PowerPoint is easil y
downloadable and well known
to the learners . It can be utilized
to manage the presentations of
visuals, text, videos, and
auditory clips.
Analog data collec tion can be
utilized by learners to take notes
or to work on group break-out
pro jects during sessions.
Multi-sensory manipulatives
will be utilized to help the
learners to engage in the
materials that they would be
utili zing with their own dyslexic
students in their classroom. An
example of a multi-sensory
manipulative would be tiles with
orthography written on them, or
a cookie sheet with shaving
cream smeared on it.
Benefit
Articles can be read by the
learners asynchronously to allow
for a flipped aspec t to the
profess ional developm ent
curri culum. This will allow for
more time to engage in
clarification and application of
the material presente d.
Learners will be able to access
the PowerPo int slide deck
synchronously while in the
profess ional developm ent
sessions as well as
asynchronously outside of the
sessions to look up content or as
a content refre sher.
These media will help support
learners to utilize active learning
strate gies such as note taking to
help reinforce and make
connections of new content and
procedural knowledge.
Providing learners access to
multi-sensory materials while
learning about how to
incorpor ate them into
interventions and lesson plans
allows the learner to make
associative connections on when
and how to use these media
when they are back in their own
classrooms.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 79
CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN
Implementation of the Curriculum
It is one thing to design curriculum for an audience to meet a perceived need, but, unless
that curriculum is implemented with fidelity and purpose, an organization may not know the
curriculum's effectiveness and may not achieve its goals. Implementation is defined by Smith
and Ragan (2004) as the process of placing something into effect or action. In instructional
design, implementation and evaluation have a critical role to play. Smith and Ragan (2004)
states that implementation involves "successfully putting designs into use in the contexts for
which they are intended" (p. 304). Implementation of this curriculum will be conducted in two
phases and will follow a quasi-traditional model of implementation (Smith & Ragan, 2004).
First, after the design development of this curriculum, it will be administered on a trial
run basis (i.e., pilot course) during the opening weeks of the new school year at this author's
school district. The training will be offered by the author to elementary teachers who are
earnestly looking for better ways of addressing the needs of struggling readers in their
classrooms. The first learners of this curriculum can be identified as early adopters (Smith &
Ragan, 2004). These initial participant learners will be characterized as being friendly,
cooperative, and honest so that feedback of the success of the curriculum will be reflective of
true aspects for improvement. During this first presentation of the curriculum, the author will
invite a dyslexia specialist to act as a back-of-the-room-guest (BORG). In that capacity, the
BORG will take notes on the implementation of the curriculum, paying attention to factors such
as the learner's engagement, flow of the lessons, and overall success of the administration.
Short evaluations of the curriculum will be completed by the learners after each lesson to
give further feedback on the learner's increased knowledge and self-efficacy for applying the
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 80
new learned content and skills. This learner feedback data, along with the observations of the
BORG, will be utilized to make improvements and ad justments to the curriculum. After these
ad justments are made, the curriculum will be offered to a second group of elementary school
teachers within this author's current school district and further feedback from this second set of
participant learners will be gathered to make further ad justments.
Implementation of the Evaluation Plan
The evaluation of the curriculum as it is implemented is an important step to measure the
effectiveness of the curriculum and how it was implemented. The evaluation should address the
organization's purpose as well as their needs and expectations of what success means in the
context of this curriculum implementation.
Organizational Purpose, Need and Expectations
Educational organizations working with elementary-aged students have several goals
they seek to achieve. Chief among them is their students' increased literacy skills. When
students demonstrate challenges in improving their reading abilities, educational institutions
have a moral and ethical imperative to ad just how they deliver instruction and to use evidence
based strategies to meet the needs of all learners, including those who may have dyslexia.
Historically, educational institutions have failed to meet their goal of ensuring that all students
are reading at their grade level.
The goal of this curriculum is to teach elementary school teachers what dyslexia is, how
it manifests itself in their classrooms, how to assess the reading needs of their struggling
students, how to develop a Tier-2 intervention to address those learning gaps, and then how to
assess the progress of these interventions. The desired outcome of this curriculum is to improve
the conceptual and application knowledge and skills of these elementary teachers so that
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
struggling readers can be identified early and interventions may be given efficiently and
effectively, thereby improving the long-term learning outcomes of their students.
Evaluation Framework
81
Kirkpatrick and Kirkpatrick (2016) describe the "New World Kirkpatrick Model" (p. 10 )
wherein a framework is provided for how curriculum should be implemented and evaluated. The
framework is constructed using four distinct levels. These levels are entitled Reaction, Learning,
Behaviors, and Results. When a curriculum designer begins with Results, they can determine
what behaviors they should see from the learners of the curriculum. This then leads to the
determination of what learning skills outcomes should be achieved. This then informs the
designer what Reactions to the curriculum should be observed as it is implemented. In level 4
"Results," the designer is focused on leading indicators and the overall desired outcomes the
curriculum will produce. Level 3, "Behavior," measures the degree to which the participants
have been able to "apply what they learned during training when they are back on the job"
(Kirkpatrick & Kirkpatrick, 2016, p. 10 ). In level 2, "Learning," the designer is investigating the
degree to which the participants increased their skills, knowledge, attitude, confidence, and
commitment based on their participation in the program. The relevance, engagement, and the
participants' satisfaction are attributes and components used to evaluate the curriculum in Level
1, "Reaction."
Level 4: Results and Leading Indicators
Successfully implemented training requires effective evaluation protocols. This
curriculum's goal is to improve general education elementary teachers' identification,
intervention, and monitoring of students with dyslexia. As such, the successful curriculum is one
that allows for measuring its targeted outcomes and the degree to which they occur, which
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 82
becomes a type of accountability measurement (Kirkpatrick & Kirkpatrick, 2016). Leading
indicators are short-term observations and measurements that indicate critical behaviors are
occurring and are on track to achieve the desired results. These are measured in external and
internal outcomes. This curriculum's internal outcomes are measured through the behaviors of
the teachers participating in the training and the summative measures of the students with whom
the teachers will be working (Table 9). External outcomes are experienced by students, school
boards, the state department of education, and the community as a whole. Denoted in Table 9,
external and internal outcomes are assessed using different metrics and are gathered through
various methods. These outcomes are outlined in order to ensure that the curriculum is on track
to have a positive impact as it was intended (Kirkpatrick & Kirkpatrick, 2016).
Table 9
Outcomes, Metrics, and Methods for External and In ternal Outcomes
Out come
Increase in student reading
achievement results as measured
by state achievement
assessments.
Increase in the Sc hool Board's
approval of student reading
achievement scores.
Increase in the media exposure
of the incr eased student
achievement in ELA SBA C
results.
Increase in the State Department
of Education 's recognition of
the positive increase in student
ELA achievement results.
Metric(s)
Ex ternal Outco mes
Studen t's Eng lish language
arts CAASPP scores will be at
the "Met" or "Exc eeded" on
SBAC
Method(s)
Results will be gathered from
the CAASPP website.
Sc hool Boa rd reports on their Results of a satisfaction survey
satisfaction of the student's ELA that is given to Sc hool Boa rd
SBAC test resul ts. Members.
Frequency of stories reported on
by the media on the incr eased
student achievement of ELA
SBAC resul ts.
State Department of Education
awards schools / district with
recognition of significa nt
improvement in ELA scores.
Culli ng the various media
sources from television,
newspaper, and social media.
Review the 5 x 5 grid on the
California Dashboard to see the
increase in the number of
schools who are rated at the
"blue" level for ELA .
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 83
Table 9, continued
Out come
Increase in students scoring at
grade level in reading fluency
and reading comprehen sion.
Decrease in number of referrals
for special education of students
due to poor reading
achievement.
Increase in the number of
teachers who utilize the TIER-II
interv entions for dyslexia as
outlined in this curri culum.
Level 3: Behavior
Metric(s)
Internal Outcomes
Improvement of student's
formative assessment measures
of reading fluency and
comprehen sion.
Frequency of requests for
psycho-educational evaluation
by parents and teachers due to
concerns with ELA
development.
Intervention results data.
Method(s)
Utilization of data tracking
systems to measure intervention
eff ectiveness.
Monthly requests of schools for
the number of referrals for
special education evalua tions.
Review intervention outcome
data during weekly
colla boration time at each
school site.
Critical behaviors. Proceeding the completion of the course, there are unique behaviors
one would expect to see demonstrated as a result of the participants' new knowledge and skills.
Kirkpatrick and Kirkpatrick (2016) describe these behaviors as being specific, observable, and
measurable. They should guide participants on the path "from learning to desired outcomes"
(Kirkpatrick & Kirkpatrick, 2016, p. 50). These are derived from the internal and external
outcomes in Level 4, and they articulate a few behaviors that will have the largest impact on the
targeted course outcomes. As the participants complete this course, the critical behaviors
outlined in Table 10 should be visible to anyone observing the participants in their classrooms.
There are specific metrics and methods for collecting these data that are described in Table 10 .
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 84
Table 10
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. Document warning Identification of red Teacher's Daily
signs of dyslexia flags for dyslexia in observations of
symptomatology the teacher's student behaviors
evidenced by classroom. during instruction and
cataloguing of independent practice
common wammg time.
signs observed in
students.
2.Utilize informal Student's Data tracking and Daily / as needed
measures of performance on charting of informal
phonological informal measures of measures of
processing to phonological phonological
measure student's processmg. processmg.
PA development;
evidenced by
teacher's use of PA
assessment
strategies taught in
this curriculum.
3. Develop and Lesson plans that Teacher's lesson Daily
deliver multi- contain multi- plans are shared
sensory, direct, and sensory, direct, and during collaboration
sequential sequential time as well as
interventions for interventions principal' s
struggling readers employed during observations during
and assess the small group classroom visits.
effectiveness of instruction.
those interventions.
4. Collaboration with Collaborative Teacher's lesson Daily / Weekly
fellow educators to meetings occurring plans are shared
review and consult during the week during collaboration
on the progress of where data tracking time as well as
struggling readers. sheets are reviewed. principal' s
observations during
random visitations.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 85
Required drivers. Kirkpatrick and Kirkpatrick (2016) recommend outlining certain
systems within the organization that help support the participants and act as "drivers" that
reinforce, encourage, reward, and monitor the participants after they have completed the training.
Table 11 describes the methods of reinforcing, encouraging, rewarding, and monitoring.
Additionally, the table also presents the timing on which these drivers should be occurring and
which critical behaviors will be supported by particular drivers. For example, as a reinforcement
for teachers utilizing informal measures of phonological processing to measure student's PA
development (Table 10 , critical behavior 2) in order to allow for peer-to-peer modeling,
communities of practice will be organized and weekly collaboration time will be provided.
Notice in Table 11, a driver for encouragement that will help support all four critical behaviors,
is the provision of coaching by a dyslexia intervention specialist. Drivers for rewarding and
monitoring performance are also described in Table 11.
Table 11
Required Drivers to Support Critical Behaviors
Method(s)
Reinfor cing
Communities of practice (grade
level teacher group s) will
colla borate on a weekly basis.
Job aides will be provided to
support implementation of new
assessment and intervention
strate gies.
On-the-job training will be
utilized with dyslexia
intervention coaches.
Timing
Ongoing
Ongoing
Ongoing
Critical Behaviors Suppor ted
1, 2, 3 Etc.
1, 2, 3, 4
2, 3
1, 2, 3, 4
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Table 11, continued
Method(s)
Encour aging
Mentoring of teachers new to the
treatment of dyslexia by teachers
with previous experien ce.
Coaching of teachers will be
provided by dyslexia interv ention
coaches.
Rewarding
Recognition by principal of
teachers who are making
significa nt strides in their
identification, assessment, and
intervention of dyslexic students.
Individualized and independent
student perform ance charts.
Monitoring
Formative and summative
teacher evaluations administered
by principal
Data anal ysis of student's
progre ss on skills identified
through the intervention process
Timing
Ongoing
Ongoing
Weekly
Ongoing
Ongoing - formative
End of year - summative
Ongoing - weekly
Critical Behaviors Suppor ted
1, 2, 3 Etc.
1, 2, 3, 4
1, 2, 3, 4
2, 3
2, 3,
1, 2, 3, 4
1, 2, 3, 4
86
Or ganizational suppor t. The learners of this curriculum will be supported by schools
and school districts, as the organizations responsible for verifying the drivers are occurring, to
support the performance of the critical behaviors of the teacher-participants. Kirkpatrick and
Kirkpatrick (2016) describe that, for successful implementation of these critical behaviors, the
entire organization needs to support the participants' demonstration of the new knowledge and
skills. In the case of schools, these supports come from administrators ( district and site-based),
mentors, and fellow teachers. The reinforcement of critical behaviors comes from three primary
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 87
sources: district level support, site-based support, and between the participants themselves. Job
aides that are crafted by participants can be shared with each other during collaborative time.
Coaching from the dyslexia intervention specialist provided by the district office encourages,
reinforces, and monitors the implementation strategies crafted by the participants. Successful
student academic gains are a natural intrinsically motivating factor, rewarding the participants to
continue to use these successful strategies. Additionally, site administrators such as principals
can encourage teachers who are able to show positive student academic gains and ask them to
share their successes including methods and strategies used with their fellow educators
occasionally in staff meetings.
Monitoring methods can include teacher evaluations conducted in a coaching model with
site administrators, department and grade level heads as well as with fellow teachers in peer-to
peer collaboration time. All of these various levels of support which are designed to reinforce,
encourage, reward, and monitor teacher-participants, should allow them to be able to find
success in demonstrating critical behaviors as outlined above. This then will culminate in the
attainment of the desired external and internal outcomes of the curriculum. With these systemic
successes, overall positive change in how the school engages in the work of educating students
who are struggling to read can be achieved and maintained beyond the implementation of the
early adopters and be woven into the fabric of the organization, leading to self-sustaining
systemic change.
Level 2: Learning
Learning goals. The goal of this course is to equip elementary teachers on the skills and
knowledge to know what dyslexia is. Learners should be able to identify signs of dyslexia in
struggling readers in their classroom. They should be able to assess gaps in reading skills in their
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 88
struggling students. They should be able to develop evidence-based interventions to remediate
these gaps in knowledge and skills. They should then be able to assess the effectiveness of those
interventions.
Components of learning evaluation. Kirkpatrick and Kirkpatrick (2016) describe how
curriculum designers can evaluate the five components of Level 2, Learning: knowledge, skills,
attitude, confidence, and commitment. Table 12 describes the methods and activities as well as
the timing for how these will be measured in this curriculum. For example, to measure the
participants' declarative knowledge (the "I know it"), evaluation tools such as pre-and post
tests, collaborative activities, and individual participant reflection time will be used. Kirkpatrick
and Kirkpatrick (2016) discuss that, to measure participants' skill, they must be able to "actually
do or demonstrate something" (p. 44). For this curriculum, individual and group activities that
involve the participants' creating an artifact such as an action plan will allow the facilitator to
measure their procedural skills. Kirkpatrick and Kirkpatrick (2016) highlight that the
participants' own attitudes toward the curriculum "determine [s] if the participants see the benefit
in doing what they are being asked to do on the job" (p. 45).
Table 12 shows how observations of participants during discussions on identification and
treatment of dyslexia in the classroom, with emphasis on the positive outcomes and life-changing
trajectory the interventions can have on students, are critical data for the facilitator to gauge the
participants' attitudes toward the curriculum. Discussions, observations during activities, and
journal entries will give the facilitator insight into the participants' confidence in the knowledge
and skills of the curriculum. The commitment to continue beyond the scope of the curriculum
sessions and to actually engage in the work of applying the new knowledge and skills gets at the
heart of the participants' commitment. Whether this curriculum will just be an exercise that ends
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
when the training does or whether it will be translated into the new default behaviors and
strategies rely on the participants' commitment to incorporate the new knowledge and skills.
Observations of artifacts created by participants, such as instructional lesson plans, discussions
during unit lessons, and reflective journal entries, will inform the facilitator of the participants'
commitment level beyond the initial training.
Table 12
Evaluation of the Com ponents of Learning for the Program.
Method(s) or Activity(ies)
Declarative Knowledge "I know it. "
Pre- and post-test of information presented.
Partner and small group collaborative activities observations.
Individual reflection time - setting goals in the Participant Journal.
Procedural Skills "I can do it right now. "
Individual and group activities observations
Action Planning: participants develop action plans after each unit
lesson on how they will incorporate the new knowledge they have
gained back into their classroom.
Attitude "I believe this is worthwhile. "
Timing
Before and after
During
During
During
After each unit lesson.
Observations during discussions about identification and treatment During
of dyslexic students in small and whole group.
Observations during discussions about the positive outcomes that During
can be achieved for students with dyslexia if interventions are
begun early.
Reflective Journal Before, during, and after
89
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Table 12, continued
Method(s) or Activity(ies) Timing
Confidence "I think I can do it on the job. "
Questionnaire about self-efficacy when it comes to identifying and Before and after
intervening with struggling readers.
Discussion about implementation of strategies. During
Observation of teacher During and after
Reflective Journal Before, during, and after
Commitment "I will do it on the job. "
Instructional lesson plans During and after
Observations during instruction During and after
Reflective Journal Before, during, and after
Level 1: Reaction
90
Kirkpatrick and Kirkpatrick (2016) share that the participants' reaction to a program
supports the curriculum designer's measuring the "degree to which participants find the training
favorable, engaging and relevant to their jobs" (p. 39). Table 13 presents the methods, tools, and
timing used to measure the participants' reaction to the curriculum. For this course of study,
methods to measure the participants' engagement with the curriculum will include attendance
reports from the various sessions, the facilitator's observations of the participant interactions
during the small group activities, pre-and post-surveys of the participants, and a BORG to
conduct dedicated observations of participants' engagement levels. Methods for measuring the
participants' feelings on the relevance of the materials and strategies being taught will include
check-in discussions during the lessons, a reflective journal, and surveys at the end of particular
units. Methods for measuring the participants' satisfaction with the curriculum will be gathered
through the use of the reflective journal, surveys, and observations of the facilitator and BORG.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Table 13
Com ponents to Measure Reactions to the Program.
Method(s) or Tool(s)
Engagement
Attendance report
Instructor observation of participant interactions during
break-out groups.
Pre- and post-survey
Dedicated observer (back-of-the-room guest) to gauge
participant involvement during instruction.
Relevance
Check-ins during discussions
Reflective Journal
Survey
Customer Satisfaction
Reflective Journal
Survey
Dedicated observer
Evaluation Tools
Timing
At the beginning of each session
Ongoing
Before and after course
Ongoing
Ongoing
Ongoing
During and after
Ongoing
During and after
Ongoing
Immediately following program implementation. Upon the conclusion of the
curriculum, an evaluation of the participants' learning and reaction to the curriculum must be
conducted to measure whether they demonstrate the desired declarative and procedural
knowledge. To that end, a two-item evaluation tool will be used to assess participants'
knowledge of the elements of identifying dyslexia in the classroom and their skill in
implementing strategies for intervention on identified deficit reading skills on the job.
91
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Participants will be able to utilize any and all materials and job aides from the curriculum to
complete the evaluation.
Table 14
Evaluation Tool Sample
Declarative Knowledge Item
92
Know the elements of identifying dyslexia in
the classroom.
Given the results of a spelling test, identify
elements of dyslexic spelling mistake patterns.
Procedural Knowledge
Incorporate evidence-based intervention Given a specific spelling error pattern, design
strategies to address errors shown in a spelling an intervention to address that phoneme-
sample. grapheme pairing deficits.
Delayed for a period after the program implementation. As participants enter their
specific professional teaching contexts, a follow-up evaluation is required to measure the
curriculum's effectiveness at each of the four levels. This assessment tool will be administered
one month after the completion of the curriculum. This will allow participants enough time to
begin to incorporate their new knowledge and skills in their classroom, but not be too far from
the presentation of the curriculum. One item for each level is demonstrated in Table 15.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 93
Table 15
Evaluation Tool Sample
Levels Item Strongly Agree Neutr al Disagr ee Strongly
Agree Disagr ee
1: Reaction I would recommend this 1 2 3 4 5
workshop to others.
2: Learning I was consistently 1 2 3 4 5
engaged in this workshop
and I feel that my time
was respected.
3: Behavior I took responsibility for 1 2 3 4 5
actively participating in
this workshop.
4: Results I know this curriculum 1 2 3 4 5
will have a positive
impact on my ability to
support students with
dyslexia in my class.
Conclusion to the Cu rriculum Design
The education of children is one of the most influential, powerful, and compassionate
acts that society can endeavor to accomplish. Literacy is the foundation upon which all other
learning constructs depend. When children struggle in learning to read due to dyslexia, it is
incumbent upon schools to utilize evidence-based instructional intervention strategies to support
them.
The goal of this curriculum is to educate established general education elementary
teachers on what dyslexia is and how to teach the various cognitive skills required to be a
successful reader. The goal of the curriculum is for teaches to be able to identify the warning
signs for students who demonstrate learning challenges indicative of dyslexia. The teachers will
then be able to develop a Tier-2 MTSS intervention plan targeting specific areas of reading
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS 94
deficit. They will then be able to make a solid recommendation for further academic support
should the student continue to demonstrate deficits in reading achievement. The implementation
of the new knowledge and skills that this curriculum provides can be a model for schools to
implement across the country.
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
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IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Appendix: A
Immediate Evaluation Instrument
10 2
Cour se Evaluation for Identifyi ng Dyslexia in the Classroom
Date: Location:
---------- ----------
Context : Please complete this survey in order to provide feedback to the workshop designer
and instructor. Your responses will be used to improve this course for future participants.
Directions: Please circle the Strongly Strongly
appropriate rating to indicate the degree disagree agree
to which you agree with each statement. 1 2 3 4 5
Statements:
I took responsibility for actively 1 2 3 4 5
participating in this workshop.
The presentation style of the instructor 1 2 3 4 5
contributed positively to my learning
expenence.
I was consistently engaged in this 1 2 3 4 5
workshop and I feel that my time was
respected.
I know this curriculum will have a 1 2 3 4 5
positive impact on my ability to support
students with dyslexia in my class.
I would recommend this workshop to 1 2 3 4 5
others
Instructional practices and tools presented in this workshop are applicable to my teaching practice.
Characteristics of dyslexia job aid 1 2 3 4 5
Identification of dyslexia scenarios 1 2 3 4 5
Visual Tools 1 2 3 4 5
Assessment of Phonological Awareness 1 2 3 4 5
Assessment of Orthographic Awareness 1 2 3 4 5
Checklists 1 2 3 4 5
Intervention tools for 1 2 3 4 5
Phoneme-Grapheme Pairing
Copyright 2020, Brian Inouye
How can this workshop be improved for future sessions?
What other supports or help would you like in order to be successful in your teaching practice?
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kir kpatri ck's four levels of training evaluation.
Association for Talent Development.
Copyright 2020, Brian Inouye
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Appendix : B
Delayed Evaluation
10 5
Cour se Evaluation for Identifyi ng Dyslexia in the Classroom
Date: Location:
---------- ----------
Context: Please complete this survey in order to provide feedback to the workshop designer
and instructor. Your responses will be used to improve this course for future participants.
Directions: Please circle the Strongly Strongly
appropriate rating to indicate the degree disagree agree
to which you agree with each statement. 1 2 3 4 5
Statements:
The course goals were realistic and 1 2 3 4 5
applicable to what I needed to know in
teaching students with dyslexia.
I feel confident working with students 1 2 3 4 5
with dyslexia in my classroom because
of the knowledge I gained in the
Identifying Dyslexia in the Classroom
curriculum.
I have been able to apply what I learned 1 2 3 4 5
in the workshop to my current teaching
practices.
I am seeing a positive impact on my 1 2 3 4 5
teaching practices with what I have
learned in the workshop.
After the course, I spent time with 1 2 3 4 5
fellow participating teachers to discuss
how they use the new knowledge gained
in this course.
I have used the job aids provided in this 1 2 3 4 5
course to help assist me in my lesson
planning.
I am able to appropriately craft 1 2 3 4 5
interventions for students with dyslexia
in my classroom.
Copyright 2020, Brian Inouye
Please respond to the open-ended questions below:
What early signs of success have you noticed from your efforts in implementing the strategies
and practices from the course workshop?
What challenges or concerns are you experiencing in applying what you learned to your
teaching practices and list any possible solutions you tried to overcome them?
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirk patrick's four levels of training evaluation.
Association for Talent Development.
Copyright 2020, Brian Inouye
IDENTIFYING DYSLEXIA IN ELEMENTARY CLASSROOMS
Appendix : C
Course Overview
Unit Lesson Plans
Unit Materials: Slide Presentations & Participant Journal
10 8
Identifying Dyslexia in Elementary Classrooms :
Durat ion: 30 minutes
Lesson Materials
A Professional Development Curriculum
Course Overview
Plan and Instructor's Guide
Presentation tools: videos, images, slides, handouts
Presentati on Slides: 1-9
Participant Journal : p . 1-4
Learner Charac teri sti c Accommod ations
The learners of this curriculum are adults who currently work as elementary school teachers. They may have
just become newly credentialed or have been an elementary teacher for many years. These learners will
come with diffe rent levels of self-effic acy and motivation to engage in learning about what dyslexia is and
how to implement an intervention within their classroom. Being adult learners, the real-world application of
the training will be crucial to emphasize throughout the curriculum as will opportunities for the teachers to
take their newly acquired skills back to their respective classrooms and begin to implement it in their
individual context.
Facilitator's Notes
Assessing the teacher's prior knowledge throughout the various units in this curriculum is critical for the
facil itator to engage in. To do this, begin by asking questions of your learners as it relates to: their prior
experiences with dyslexia, what their working defi nition of dyslexia is, their knowledge of dyslexia and what
experiences they have had with dyslexia interventions as well as what assessment instruments they have
utilized.
Inst ructional Activiti es
Inst ructional Time Descripti on of th e Instructor Learner
Sequence (mins) Learning Activity Action/Decision Acti on/
(Supp lantive) Decision
(Generative)
Intro ducti on 5 Enhance motivation by drawing the Introduce the course Learners will
learner's attention to the problem of and purpose and goal write down
struggling students who may be using images and video their personal
helped through this curriculum. showing a struggling goals for the
Provide the overall purpose of the student. Show images of course and
course to teach credentialed a teacher engaged in how they can
elementary teachers who have working with that immediately
knowledge of reading instruction student and a final apply it in their
how to identify the warning signs of image of a student's classroom
dyslexia and provide specific "epiphone" moment of context.
evidence-based multi-sensory understanding.
interventions to improve the Learners will
learning gaps of the students. Ask learners to write share with
down their personal table partners
goal of what they want their goals for
to get out of the course the course to
and how they would enhance
Copyright 2020, Brian Inouye
immedia tely apply it in learner's
their classroom. motivation.
Cou rse Goal 5 Introduce the course goal and Present the course goal Learners
outcomes to the teachers. and outcomes. connec t and
match the goal
and outcomes
to their
personal goal
and
application.
Learners will
write down
and share with
other
participants
the concerns
that they may
have about
engaging with
this topic.
Learners will
begin their first
entry of the
class journal
that they will
utilize
throughout the
course.
Purpose for 5 Enhance motivation by describing Reques t of the learners Learners write
th e Cou rse the opportunity being provided to to answer questions down their
the trainee and the risk that will such as: "What is the answers and
be circumvented if the course is value for me in this connec t their
mastered. That by increasing the course? " and "Can I do personal goals
teacher's knowledge of dyslexia it?" and "Will I need and with the course
symptoms and what instructional use what I will learn in goals of
strategies to implement, that my job?" improving
teachers will signif icantly improve reading skills
the lives of their students who of dyslexic
may otherwise experience students in
learning and quality of life their
challenges. classroom.
Copyright 2020, Brian Inouye
Cou rse 10 Present all of the units in the course Use a visual model to Learners
Overview to provide a mental model and assis t show the units in the follow the
the learners to organize and frame course and how each model and
their learning. Show that the relates to achieving the make notes of
sequence is "as perfor med" and that course goal. Desc ribe how each unit
the units build sequen tial one upon the reasoning for applies to their
the next leading to a more in-depth sequencing the units. personal goals
understanding of dyslexia and how and reasons for
to engage in first intervention steps. Desc ribe how the units taking the
are structured, the course.
overarching design of
the units, and some of
the common
components that each of
the units provides.
Total Time 30
Unit 3
Unit 4 Unit 5
Copyright 2020, Brian Inouye
Identifying Dyslexia in Elementary Classrooms :
A Professional Development Curriculum
Lesson Plan and Instructor's Guide
Session 1 / Unit 1:
Neuro-cognitive Processes Involved in Reading and the
Warning Signs of Dyslexia
�-- Ses sion I Se ssion 2
N t
Steps
Unit 2
Unit3
Unit 5
Unit Duration : In person, 3 hours - Morning Session. A 15-minute break will be given
between the course overview and this unit. A 20-minute break will be given half-way through
the Unit 1 presentation.
Introduct ion : This is the first unit of a five-unit curriculum focused on defining what dyslexia
is, what are the neuro-cognitive characteristics of a student with dyslexia, and identification of
warning signs for dyslexia. The students that the learners of this curriculum will be focused on,
are elementary aged. The purpose of this unit is to give teachers an adequate and necessary level
of background knowledge upon which subsequent units will build upon. This lesson will be
given following the 30-minute course overview and a 15-minute break.
Learning Objective(s)
Terminal Ob jective:
• Given their understanding of how neuro-typical students attain foundational reading
skills, learners will create a list of warning signs to identify a child who is not learning
foundational reading skills.
Enabling Ob jective(s):
• Know what neuro-typical cognition means.
• Know what are the foundational reading skills required for sound-symbol pairing.
• Be able to generate a list of warning signs of a student that is not learning foundational
reading skills.
Lesson Materials
Copyright 2020, Brian Inouye
1
PowerPoint presentation slides, video clips, handouts. Teachers will bring their own preferred
writing utensils; extras will be made available for those that need it. Note-taking can be done by
the teachers utilizing their copy of the Dyslexia Journal which will be provided to them.
Teachers will have their own copies of pre-session readings in either printed form or electronic
versions on their laptop.
Presentation Slides : 10 - 24
Participant Journal : 5 - 17
Learner Characteristic Accommodations
Any and all required accommodations to fulfill the needs of all teachers under the protection of
ADA will be implemented when made known.
Facilitator's Notes
In this first lesson of this curriculum, it is essential that all learners have a solid understanding of
what dyslexia is and what are the critical areas of cognition that are impacted in children with
dyslexia. All subsequent lessons rely on the learners to fully understand these concepts in order
to decide what formative assessments to utilize, what interventions to design, and assess the
effectiveness of that intervention.
In order to maximize the learning occurring within the session, the use of a blended course
model with synchronous and asynchronous components will be utilized. Teachers will have had
an opportunity to complete the following assignments before coming to this professional
development session:
1. Read: Shaywitz, S., Shaywitz, B., Pugh, K., Fulbright, R., Constable, R., Mencl, W., ...
Shaywitz, S. (1998). Functional disruption in the organization of the brain for reading in
dyslexia. Proceedings of the National Academy of Sciences of the United States of
America, 95(5), 2636-2 641. https://doi.org/ 10 .10 73/pnas.95.5.2636
https://www.pnas.org/content/pnas/95/5/2636.full.pdf
2. Watch the following video: What I Wish Teachers Knew About Dyslexia.
https:/ /www.youtube.com/watch?v
=
303uulbfR3I
3. Watch the following video: Embracing Dyslexia
https://www.y outube.com/watch?v
=
cBIKOXVPbXo
Instructional Activities
Copyright 2020, Brian Inouye
2
Instructional Time Description of the Instructor Learner
Sequence (mins) Learning Activity Action/Decision Action/
(Supplantive) Decision
(Generative)
Gain 10 Opening activity will consist After welcoming and Learners will
Attention of the instructor showing a opening remarks, the contemplate
short video clip entitled, instructor will preface how this
"Dyslexia and the Brain" showing the video professional
htt12s ://xoutu.be/QrF 6mlmR clip by asking development
sCQ learners to pay course will
attention to how a expand their
neuro-typical brain ability to
and a dyslexic brain support their
differ in its ability to students and will
process the task of share their ideas
reading. with fellow
learners in a
pair-share.
Learning 5 Lesson objectives are Instructor directs Learners read
Objectives administered in writing and attention to the what is written
repeated orally. terminal objectives and hear what is
-
Know what for the unit. spoken and
neuro-typical connect the
cognition means. objectives to
-
Know what are the their personal
foundational reading goals taking
skills required for notes.
sound-symbol
..
pamng.
-
Be able to generate a
list of warning signs
of a student that is
not learning
foundational reading
skills.
� ,---El--, rE}-t
� �=B E>
,,:, 1! 1 J ·- · 1 r.9 1
Reasons for 5 Benefits: Learners will be Using visual cues Leamer listens
Learning able to more thoroughly through PowerPoint, and reads the
- Benefits understand how the dyslexic the instructor states reasons for
- Risks brain works and what the reasons for learning
cognitive skills are involved learning the material
with making sound-symbol and the risk avoided.
Copyright 2020, Brian Inouye
3
connections. They will be Key points will be Learners share
able to recognize some stated aloud while personal reasons
common warning signs for others will be bullet and risks with
students who may have points on screen. fellow learners
dyslexia. in a "pair-share"
Instructor will ask activity.
Risks avoided: Learners will learners to
avoid misunderstanding how personalize the
students learn to read, and reasons and risks
will avoid missing the avoided.
warning signs for students
who may have dyslexia.
Overview 5 This is the initial lesson in The instructor will Learners will
- Prior this Unit, and as such, it is present questions of consider their
Knowledge possible that this is the first the learners via responses and
-New experience that the learners PowerPoint, and will will write down
Knowledge may have had in being take time between their answers
- Leaming presented with defining each one to allow for before sharing
Strategies what dyslexia is and what discussion. with fellow PD
are some of its warning participants.
(What you signs. The instructor will
already increase the learner's
know ... what Opening discussion motivation to engage
you are gomg questions will help position with this curriculum
to leam ... and the learner in where they are and achieve the
how you are in the spectrum of expertise objective of this unit
going to learn with dyslexia. by:
it.)
Leaming any
Describe the remaining
•
activities of the workshop -
prerequisite
including analyzing a video
knowledge.
of a student and as the
• Watching the skill
student reads, learners will
as it is
look for warning signs of
demonstrated by
dyslexia; there will be
the instructor
activities to support learning
• Practicing the
key vocabulary terms that
skills and
..
will be foundational for
rece1vmg
building the learner's
feedback from the
capacity to identify dyslexic
instructor.
students and to provide
eff ective interventions.
Copyright 2020, Brian Inouye
4
Transfering the skill
when the learners go
back to their
classroom to teach
their own students.
Prerequisite 25 1.) Learners were given the 1.) Instructor will 1.) Learners will
Knowledge opportunity, before this first proceed through the engage m
session, to have engaged PowerPoint at a watching the
with an article and two rate/pace that is Power Point
Y ouTube clips that suitable for the slides that will
discussed what dyslexia is, learners - being sure help guide their
how it functions within the to pause to allow for discussion with
brain, and some of the questions and to give each other -
detrimental effects for clarifications and to reflecting on the
students with dyslexia who check for homework
do not get interventions as understanding. assignment
well as the positive effects videos.
when they do. Learners will be
Subsequently, learners will able to take
have prior notes of their
exposure/understanding of: reflections in
-
regions of the brain that their Dyslexia
are involved with the Journals. The
reading process. whole class can
-
the prevalence rates of come back
dyslexia in society. together to allow
-
negative effects of for a couple of
dyslexia and positive examples of
effects when it is some
treated. "share-outs".
Copyright 2020, Brian Inouye
5
Enabling Ob jective 1:
Enabling Ob jective 1: Enabling Ob jective
Learners will be able to
Instructor will 1: Learners will
demonstrate knowledge of
review with the take notes while
what neuro-typical cognition
learners, using a the instructor is
means.
visual model, the presenting on
various cognitive the various
operations that are cognitive
involved when a operations that
neuro-typical student are involved.
is engaged in the
process of reading For the portion
( e.g. phonological of the lecture
processing, that talks about
sound-symbol the various
connection, Word regions of the
form p.5) brain, the notes
will be taken on
a handout that
depicts a brain
with certain
regions that are
circled with
lines for writing
notations on
what function
those sections
support.
Learners will
work in table
groups to
complete a
handout of a
brain and they
will be asked to
identify the
sections of the
brain that are
involved with
reading and how
each contributes
to processing of
phonemes and
graphemes.
They will be
Copyright 2020, Brian Inouye
6
able to utilize
their notes.
En abli ng Ob jective 2:
Enabli ng Objective 2:
Learners will be able to
The instructor
Enabli ng
demonstrate knowledge of
presents information
Objective 2:
what are the foundational
on the foundational
Learners will
reading skills required for
reading skills
listen and take
notes in their
sound-symbol pairing.
required for
notebooks.
sound-symbol
pairing ( e.g.
Learners will
phonemic
practice utilizing
awareness,
the job aide with
orthographic
examples of
processmg
phonemic
[ orthographic,
spelli ng.
orthographic coding,
orthographic image,
p. 9]).
Enabli ng Objective 3:
Ena bling
En abli ng Ob jective 3:
Ob jective 3:
Learners will be able to
The instructor will
Learners will
generate a list of warning
present information,
listen and take
signs of a student that is not
(giving examples
notes in their
learning foundational
and non-examples)
notebooks.
reading skills.
on the various types
of warning signs of a
student that has gaps
in their foundational
reading skills.
Learning 20 Learners will be able to The instructor will Learners will
Guidance generate a list of warning model creating a list listen to the
- Lecture signs of a student that is not of the various types presentation of
-Demo. learning foundational of warning signs of a material and any
reading skills student that has gaps accompanymg
in their foundational video clips -
reading skills. they will take
notes.
Video of a student
reading will be Learners will
shown and the read any
instructor will hand-outs
Copyright 2020, Brian Inouye
7
demonstrate how to provided to
identify warning them.
signs.
Instructor will
demonstrate how to
recognize and
identify warning
signs of dyslexia
given a video model
of a student
attempting to break a
word apart into its
separate phonemes.
Examples and
non-examples will
be shown.
Practice and 25 Learners will be given the The instructor will Learners will
Feedback profile of a student. The provide practice and take the
learners will need to be able feedback for handouts and
to identify the warning signs generating a list of will listen to the
that were discussed. warmng signs. directions on
how to complete
The instructor will each activity.
give the groups the
handouts for each Learners will
portion of the work
practice and collaboratively
feedback. in groups to
complete each
The instructor will activity.
explain the Learners will
directions for each ask questions of
of the activities. the instructor as
they arise.
During the
presentation of the Learners will
completed handouts share their
for each activity, the analysis of what
instructor will warnmg signs
provide feedback to were identified
the groups and pose in the student
questions to the profile.
entire class based on
Copyright 2020, Brian Inouye
8
the teach-able A second video
moment presented. will then be
presented and
the learners will
practice
identifying and
writing down
the warning
signs observed.
Authentic 15 Learners will identify a The instructor will Learners will
Assessment student (past or present) provide time for complete the
who they believe (based on writing a reflection. reflective
their new knowledge) that Some guiding journal entry in
student may be dyslexic, reflective questions their notebooks.
and they will write down in will be offered to the
their notes warning signs learners to spur-on The focus of this
that they remember or are reflective and journal entry
currently seeing. application will have the
considerations. learners reflect
The writing prompt and the and make
following discussion will notations of real
show the instructor that the students in their
learners have achieved the classroom who
learning objectives. they can identify
- that show
warning signs of
dyslexia.
Retention 10 Co-constructing knowledge The instructor will Learners will
and Transfer is essential to learners being ask students to come collaborate in
able to apply content to their up with a specific small groups to
professional goals and goal or two that they develop their
obligations. will strive for in retention and
applying the new transfer goals.
Learners will work together knowledge they have They will then
to develop specific goals gained in this lesson share those
that they will work toward - specifically in goals with
in applying what they have identifying the another member
learned about dyslexia in warning signs of of another
this unit and how to look for dyslexia. group.
warning signs in their
students.
Copyright 2020, Brian Inouye
9
Big Ideas 5 Review and re-motivate: Instructor asks Learners will
Review the "takeaways" learners to describe think about the
from this unit. Connect the three big ideas from relevancy of the
importance of declarative the unit and why information and
knowledge to the goals of each is important will share
the unit and course. and relevant to responses with
working with and the instructor
understanding and the class.
students with
dyslexia.
Advance 5 Connect the current content Instructor Learners write
Organizer to future topics of discussion "previews" next unit notes to prepare
for the Next to ease cognitive load. This by drawing themselves for
Unit allows learners to see the connections between the upcoming
connectedness of units to the understanding unit.
overall goals of the course. dyslexia and how
that knowledge will
allow the learners to
be able to know,
understand, and
apply the appropriate
tools and
measurements for
seeing at what level
of performance are
their students.
Total Time 130
Copyright 2020, Brian Inouye
10
Identifying Dyslexia in Elementary Classrooms :
A Professional Development Curriculum
Lesson Plan and Ins tru cto r's Guide
Unit 2: Determinin g Wh ich Measureme nts to Use
�- - -1 Session I Session 2
nin
Unit3
Unit 4 Unit 5
Unit Duration : 95 minutes
Introduct ion : This is the second unit of a five-unit curriculum. The focus of this unit is
improving elementary teachers' skills and abilities for describing and determining which
assessment instruments to use after a student has been identified as possibly struggling with
dyslexia. The students that the learners of this curriculum will be focused on, are elementary
aged. The purpose of this unit is to give teachers an adequate and necessary level of background,
conceptual, and practical knowledge upon which subsequent units will build upon.
Learning Objective(s)
Terminal Ob jective:
• Given their knowledge and experience with assessment instruments, learners will create a
list of appropriate assessment tools to measure a student's weaknesses in foundational
reading skills.
Enabling Ob jective(s):
• Know what assessment instruments means
• Know what are the potential weaknesses a student may have in foundational reading
skills.
• Be able to generate a list of appropriate assessment instruments and know which
skills are being assessed by that assessment instrument.
Lesson Materials
PowerPoint presentation slides, video clips, handouts. Teachers will bring their own preferred
writing utensils; extras will be made available for those that need it. Note-taking can be done by
the teachers utilizing their copy of the Dyslexia Journal which will be provided to them.
Copyright 2020, Brian Inouye 1
Presentation Slides : 25 - 62
Participant Journal : pg .18 - 22
Learner Characteristic Accommodations
Any and all required accommodations to fulfill the needs of all teachers under the protection of
ADA will be implemented when made known.
Facilitator's Notes
In this second unit, learners will increase their knowledge of various assessment instruments that
they can use for determining areas of strength and weakness in their struggling students. Prior
knowledge from unit one will be critical for the learners to access as they learn of what
instruments to use, under what context, and for what purpose.
Instructional Activities
Instructional Time Description of the Instructor Learner
Sequence (mins) Learning Activity Action/Decision Action/
(Supplantive) Decision
(Generative)
Gain 5 "Speed Round" activity - After opening Learners, in
Attention Learners will come up with as remarks, instructor table groups
many different types of will tell the learners will write
assessments that they can the rules for the down as many
think of. - the table with the activity. different types
most amount of assessments of assessments
identified wins. that they can
think of .
Learning 5 Lesson objectives are Instructor directs Learners read
Objectives communicated in writing and attention to the what is written
repeated orally. terminal objectives and hear what
• Know what for the unit. is spoken and
assessment connect the
instruments means objectives of
• Know what are the this lesson to
potential their prior
weaknesses a knowledge of
student may have assessment
in foundational tools for
reading skills. reading.
• Be able to generate Learners may
a list of appropriate make notes in
assessment their dyslexia
instruments and journal.
Copyright 2020, Brian Inouye 2
Reasons for 5
Learning
- Benefits
- Risks
Overview 10
- Prior
Knowledge
-New
Knowledge
- Leaming
Strategies
(What you
already
know ... what
you are gomg
to learn ... and
how you are
going to learn
it.)
know which skills
are being assessed
by that assessment
instrument.
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m2:t � :B>D
.,: . LO:; I �- •"
Benefits: Learners will be able
to more thoroughly understand
the importance and
appropriate use of assessment
tools for identifying gaps in
their student's reading skills.
Risks avoided: Learners will
avoid misunderstanding what
are the exact areas of
weakness of the student.
Learners will avoid
re-teaching skills that the
student has already mastered
or not teaching skills that the
student is missing.
Instructor will review the big
ideas from the previous
lesson:
-
Dyslexic' s brains
process sounds of
language and
sound-symbol pairings
differently than
non-dyslexics.
-
Being able to
manipulate sounds is
crucial for good
readers.
-
Analyzing a student's
spelling is one of the
best ways to identify if
a student may have
dyslexia.
Copyright 2020, Brian Inouye
Using visual cues Leamer listens
through PowerPoint, and reads the
the instructor states reasons for
the reasons for learning
learning the material
and the risk avoided. Learners share
Key points will be personal
stated aloud while reasons and
others will be bullet risks with
points on screen. fellow learners
ma
Instructor will ask "pair-share"
learners to activity.
personalize the
reasons and risks
avoided.
Instructor will Learners will
present the overview take notes and
information verbally participate in
along with visuals small group
from the PowerPoint and share-out
presentation. activities.
The instructor will
increase the
learner's motivation
to engage with this
curriculum and
achieve the
objective of this unit
by:
3
Instructor will foreshadow the
• Leaming any
big ideas coming from this
prerequisite
lesson - that there are specific
knowledge.
assessments that teachers can
• Watching the
give to their struggling
skill as it is
students to help guide the
demonstrated by
teacher's instruction for
the instructor
maximum effectivene ss.
• Practicing the
skills and
..
To prime the learners to
rece1vmg
discuss assessments, the
feedback from the
instructor will encourage
instructor.
learners to share with their
Transfering the skill
tablemates the student in their
own classroom who they have
when the learners go
back to their
identified as having some of
classroom to teach
the warning signs of dyslexia.
their own students.
Prerequisite 15 Enabling Objective 1: Instructor will teach Learners will
Knowledge Learners will be able to the concept of listen to
demonstrate knowledge of assessment instruction and
what "assessment instrument giving take notes.
instruments" means. examples and
non-examples.
Learners will
Enabling Objective 2: Instructor will teach be given
Learners will be able to the skill of pairing a examples of
demonstrate knowledge of warning sign to warmng signs
what potential weaknesses a selection of an and will take
student may have in assessment notes through
foundational reading skills. instrument. the
presentation of
material.
Learning 10 Enabling Objective 3: Instructor will Learners will
Guidance Learners will be able to demonstrate and be given
- Lecture generate a list of appropriate model generating a handouts and
- Demo. assessment instruments and list of specific will follow
know which skills are being reading assessments along with the
assessed by that assessment for measuring instructor as
instrument. various foundational they
reading skills demonstrate -
including phoneme usmg
Copyright 2020, Brian Inouye 4
process mg, meta-cognitive
orthographic strategies the
processing, etc. linkage
between the
warmng sign
identified, and
which
assessment
instrument to
use.
Practice and 15 Learners will be given the The instructor will Learners will
Feedback profile of a student. The give the groups the take the
learners will need to be able to handouts for each handouts and
identify the warning signs and portion of the will listen to
then select which assessment practice and the directions
instrument to use to gain feedback. on how to
further information on what complete each
interventions need to be The instructor will activity.
designed. explain the
directions for each Learners will
of the activities. work
collaboratively
During the in groups to
presentation of the complete each
completed handouts activity.
for each activity, the Learners will
instructor will ask questions
provide feedback to of the
the groups and pose instructor as
questions to the they arise.
entire class based on
the teach-able Learners will
moment presented. share their
analysis of
what warning
signs were
identified in
the student
profile and
then determine
which
assessment
instrument( s)
they would
Copyright 2020, Brian Inouye 5
use to gain
more
information
about the
student's
needs.
Authentic 10 Learners will reflect on the Time for writing the Learners will
Assessment student that they have reflection will be complete the
previously identified as given. Some reflective
potentially having dyslexia. guiding reflective journal entry.
They will then identify an questions will be
assessment(s) that they can offered to the The focus of
immediately use to measure learners to spur-on this journal
that particular reading skill. reflective and entry will have
application the learners
The writing prompt and the considerations. reflect and
following discussion will make
show the instructor that the notations of
learners have achieved the real student( s)
learning objectives. in their
classroom
who they can
identify - that
show warning
signs of
dyslexia.
Retention 10 Co-constructing knowledge is The instructor will Learners will
and Transfer essential to learners being able ask learners to come collaborate in
to apply content to their up with a specific small groups
professional goals and goal or two that they to develop
obligations. will strive for in their retention
applying the new and transfer
Learners will work together to knowledge they goals. They
develop specific goals that have gained in this will then share
they will work toward in lesson - specifically those goals
applying what they have in utilizing informal with another
learned about dyslexia measures of member of
assessment in this unit and phonological another group.
how to apply those awareness to find
assessments to the warning areas of strength and
signs identified in their weakness in their
students. students.
Copyright 2020, Brian Inouye 6
Big Ideas 5 Review and re-motivate: Instructor asks Learners will
Review the "takeaways" from learners to describe think about the
this unit. Connect the three big ideas from relevancy of
importance of declarative the unit and why the
knowledge to the goals of the each is important information
unit and course. and relevant to and will share
working with and responses with
understanding the instructor
students with and the class.
dyslexia.
Advance 5 Connect the current content to Instructor Learners write
Organizer future topics of discussion to "previews" next unit notes to
for the Next ease cognitive load. This by drawing prepare
Unit allows learners to see the connections between themselves for
connectedness of units to the understanding the upcoming
overall goals of the course. dyslexia assessments unit.
and how that
knowledge will
allow the learners to
be able to know,
understand, and
identify the gaps in a
student's reading
levels.
Total Time 95 min
Copyright 2020, Brian Inouye 7
Identifying Dyslexia in Elementary Classrooms :
A Professional Development Curriculum
Lesson Plan and Instructor's Guide
Unit 3: Identifying the Reading Skills Gaps
- -- � Session 1 --'"--1 � .,_I - - ---t Session 2
1-8---i
Unit 1
Unit4 Unit 5
Unit Duration : 95 minutes
Introduct ion : This is the third unit of a five-unit curriculum. The focus of this unit is improving
elementary teachers' skills and abilities for describing and identifying gaps in knowledge of
elementary students; specifically in their cognitive, academic, and orthographic processing skills.
The students that the learners of this curriculum will be focused on, are elementary aged. The
purpose of this unit is to give teachers an adequate and necessary level of background,
conceptual, and practical knowledge upon which subsequent units will build upon.
Learning Objective(s)
Terminal Ob jective:
• Given their new prior knowledge, learners will create a spreadsheet identifying all of the
cognitive and academic skills required for a student to efficient ly and accurately read
orthographic information; and will be able to identify those that are not developing within
their own students.
Enabling Ob jective(s):
• Know what cognitive skills, academic skills, orthography means.
• Know what ef ficient and accurate reading of orthography looks like.
• Be able to generate a list that defines: cognitive and academic foundational reading skills.
• Be able to create a visual graphic table that defines cognitive and academic foundational
reading skills gaps.
Copyright 2020, Brian Inouye 1
Lesson Materials
PowerPoint presentation slides, video clips, handouts. Teachers will bring their own preferred
writing utensils; extras will be made available for those that need it. Note-taking can be done by
the teachers utilizing their copy of the Dyslexia Journal which will be provided to them.
Presentation Slides : 63 - 78
Participant Journal : pg. 23 - 34
Learner Characteristic Accommodations
Any and all required accommodations to fulfill the needs of all teachers under the protection of
ADA will be implemented when made known.
Facilitator's Notes
In this third unit, learners will increase their knowledge of using assessment results to identify
gaps in knowledge and cognitive reading skills of struggling students. Prior knowledge from
unit one and two will be critical for the learners to access as they learn how to analyze the results
of assessment instruments and identif y specific gaps in their student's cognitive skill
development used in reading. The focus of this unit will be at the point where speech sounds and
the print on the paper that represents those sounds comes together: phoneme-grapheme pairing.
Appropriate breaks should be given during the presentation of this unit.
Instructional Activities
Instructional Time Description of the Instructor Learner
Sequence
(mins)
Learning Activity Action/Decision Action/
(Supplantive) Decision
(Generative)
Gain 5 Opening activity will consist of After opening Learners will
Attention a You Tube clip of a young remarks, instructor listen to the
child giving directions on how will ask if the opemng
to get to a location. learners have ever remarks and
had a "gap" in their will participate
knowledge. in the
Instructor will ask for discussion
an example from the discussing the
group. Instructor will concept of a
describe a time when "gap in
they had a gap in knowledge".
their knowledge. "I
once was so lost I
would have taken
directions from
anyone. Even from
this guy." YouTube
clip will be shown of
Copyright 2020, Brian Inouye 2
a young person
giving directions:
htt12s:/ /www.)'.o utub e.
com/watch?v
=
2f7Nds
ktieA
Learning 5 Lesson objectives are Instructor directs Learners read
Objectives communicated in writing and attention to the what is written
repeated orally. terminal objectives and hear what
• Know what cognitive for the unit. is spoken and
skills, academic skills, connect the
orthography means. objectives of
• Know what efficient and this lesson to
accurate reading of their prior
orthography looks like. knowledge of
• Be able to generate a list assessment
that defines: cognitive tools for
and academic reading.
foundational reading Learners may
skills. make notes in
• Be able to create a visual their dyslexia
graphic table that journal.
summarizes the
academic foundational
reading skills gaps of a
struggling reader.
� r---E}--, rE}-t
:w.---_ \·= ··.. . '"'
@ � � � � �" ,.; , .. � . ' :;
Reasons for 5 Benefits: Learners will be able Using visual cues Learners
Learning to more thoroughly understand through PowerPoint, listens and
- Benefits and give examples of cognitive the instructor states reads the
- Risks skills, academic skills, and the reasons for reasons for
orthography. They will be able learning the material learning.
to identify good orthographic and the risks avoided.
processing and see when a Key points will be Learners share
student is demonstrating a gap stated aloud while personal
in that skill. others will be bullet reasons and
points on screen. risks with
Risks avoided: Learners will fellow learners
avoid misunderstanding and ma
Copyright 2020, Brian Inouye 3
identifying what cognitive Instructor will ask "pair-share"
reading skills, academic skills, learners to activity.
and orthographic skills are. personalize the
They will avoid not identifying reasons and risks
a struggling reader. avoided.
Overview 10 Instructor will review the big Instructor will present Learners will
- Prior ideas from the previous lesson: the overview take notes and
Knowledge
-
There are specific information verbally participate in
-New assessments that should along with visuals small group
Knowledge be used when measuring from the PowerPoint and share-out
- Learning phonological processing presentation. activities.
Strategies skills of students.
-
Identifying the The instructor will
(What you foundational skill(s) that increase the learner's
already a student is missing is motivation to engage
know ... what key for filling in the with this curriculum
you are gomg gaps of knowledge for and achieve the
to learn ... and that student. objective of this unit
how you are by:
going to learn Instructor will foreshadow the
it.) big ideas coming from this
• Learning any
lesson - that once the
prerequisite
assessments are administered,
knowledge.
interpreting the results
• Watching the skill
accurately to find the skills gaps
as it is
is a crucial next step before a
demonstrated by
teacher can develop an
the instructor
intervention plan. Instructor
• Practicing the
will briefly describe the
skills and
activities that will reinforce the
receiving feedback
new skill development of the
from the instructor.
learners.
• Transfering the
skill when the
learners go back to
their classroom to
teach their own
students.
Prerequisite 15 Enabling Objective 1: Instructor will Learners will
Knowledge Learners will be able to reinforce the concepts listen to
demonstrate knowledge of what of cognitive reading instruction and
cognitive skills, academic skills, skills, academic take notes.
orthography means. skills, and
Copyright 2020, Brian Inouye 4
orthography giving
examples and
non-examples.
Learners will
Enabling Objective 2: Instructor will be given
Learners will be able to reinforce the skill of examples of
demonstrate knowledge of what identifying strong strong and
efficient and accurate reading of orthographic weak
orthography looks like. processing by a orthographic
student. Instructor processing and
will juxtapose that will take notes
with examples of through the
weak orthographic presentation of
processing to teach material.
how to find gaps in
knowledge/skills.
Copyright 2020, Brian Inouye 5
Learning 10 Enabling Objective 3: Instructor will Learners will
Guidance Learners will be able to demonstrate and be given
- Lecture generate a list that defines: model generating a handouts and
-Demo. cognitive and academic list that defines will follow
foundational reading skills. cognitive and along with the
academic instructor as
foundational reading they
skills. The model demonstrate -
will be from a usmg
Enabling Objective 4: fictitious student meta-cognitive
Learners will be able to create a profile. strategies the
visual graphic table that linkage
summarizes the academic Instructor will model between
foundational reading skills gaps the procedure for cognitive,
of a struggling reader. generating a list of all academic, and
of the cognitive and orthographic
academic skills reading skills
required for a student identified, and
to efficiently and identifying
accurately read gapsm
orthographic knowledge/ski!
information. ls of a student.
Instructor will
demonstrate and
model creation of a
visual graphic table
that defines cognitive
and academic reading
skills gaps.
Practice and 15 Learners will be given the The instructor will Learners will
Feedback assessment results of a student. give the groups the take the
The learners will need to be able handouts for each handouts and
to identify the gaps in skills and portion of the practice will listen to
document them on a visual table and feedback. the directions
that they will create. on how to
The instructor will complete each
explain the directions activity.
for each of the
activities. Learners will
During the work
presentation of the collaboratively
completed handouts in groups to
Copyright 2020, Brian Inouye 6
for each activity, the complete each
instructor will activity.
provide feedback to
the groups and pose Learners will
questions to the entire ask questions
class based on the of the
teach-able moment instructor as
presented. they arise.
Learners will
share their
analysis of the
gaps m vanous
cognitive
reading skills.
Authentic 10 Learners will reflect on the Time for writing the Learners will
Assessment student that they have reflection will be complete the
previously identified as given. Some guiding reflective
potentially having dyslexia and reflective questions journal entry.
for which they administered will be offered to the
assessments of foundational learners to spur-on The focus of
reading skills. They will then reflective and this journal
identify the areas of weakness application entry will have
and gaps in skills utilizing the considerations. the learners
visual table to represent the reflect and
gaps in reading skills. make notations
of identifying
The writing prompt and the the reading
following discussion will show skills gaps that
the instructor that the learners they would like
have achieved the learning to develop
objectives. specific
interventions.
Retention 10 Co-constructing knowledge is The instructor will Learners will
and essential to learners being able ask learners to come collaborate in
Transfer to apply content to their up with a specific small groups to
professional goals and goal or two that they develop their
obligations. will strive for in retention and
applying the new transfer goals.
Learners will work together to knowledge they have They will then
develop specific goals that they gained in this lesson - share those
will work toward in applying specifically in goals with
what they have learned about another
Copyright 2020, Brian Inouye 7
reading skills gap analysis identifying the member of
utilizing dyslexia assessments. reading skills gaps. another group.
Big Ideas 5 Review and re-motivate: Instructor asks Learners will
Review the "takeaways" from learners to describe think about the
this unit. Connect the three big ideas from relevancy of
importance of declarative the unit and why each the information
knowledge to the goals of the is important and and will share
unit and course. relevant to working responses with
with and the instructor
understanding and the class.
students with
dyslexia.
Advance 5 Connect the current content to Instructor "previews" Learners write
Organizer future topics of discussion to next unit by drawing notes to
for the Next ease cognitive load. This allows connections between prepare
Unit learners to see the understanding and themselves for
connectedness of units to the identifying gaps in the upcoming
overall goals of the course. specific cognitive and unit.
academic reading
skills and how that
knowledge will allow
the learners to be able
to know, understand,
and identify which
specific interventions
to design for that
individual student.
Total Time 95
Copyright 2020, Brian Inouye 8
�--...; Ses- sio11 1
· igns
nit I
Identifying Dyslexia in Elementary Classrooms :
A Professional Development Curriculum
Lesson Plan and Instructor's Guide
Unit 4: Tier 2 Interventions for Dyslexia
Session 2
Unit 2
Unit3
Unit Duration : 110 minutes
Unit 5
Introduct ion : This is the fourth unit of a five-unit curriculum. The focus of this unit is
improving elementary teachers' skills and abilities in applying specific evidence-based reading
intervention strategies such as Orton-Gillingham (O.G.) to identified cognitive reading skills
gaps. The students that the learners of this curriculum will be focused on are elementary aged.
The purpose of this unit is to give teachers specific intervention tools that they can immediately
apply in their classrooms for struggling students.
Learning Objective(s)
Terminal Ob jective:
• Given their new prior knowledge, learners will create a Tier-2 intervention based on a
rubric that identifies a specific pre-standard skill to remediate using a multisensory
approach (such as Orton-Gillingham) a student's area of reading weakness.
Enabling Ob jective(s):
• Know what pre-standard reading skills are and what reading weaknesses means.
• Know what multisensory reading instruction (such as Orton-Gillingham) means.
• Know what create a lesson plan means.
• Be able to create a specific lesson plan addressing a student's knowledge/ability deficits
in pre-standard reading skills utilizing multisensory strategies such as those used in
Orton-Gillingham methodology.
Copyright 2020, Brian Inouye 1
Lesson Materials
PowerPoint presentation slides, video clips, handouts. Teachers will bring their own preferred
writing utensils; extras will be made available for those that need it. Note-taking can be done by
the teachers utilizing their copy of the Participant Journal which will be provided to them.
Presentation Slides : 79 - 10 2
Participant Journal : pg. 35 - 46
Learner Characteristic Accommodations
Any and all required accommodations to fulfill the needs of all teachers under the protection of
ADA will be implemented when made known.
Facilitator's Notes
In this fourth unit, learners will increase their knowledge of developing specific reading
interventions utilizing Orton-Gillingham (O.G.) based strategies by pairing the identified
cognitive reading skills gaps with effective interventions for that particular skill. Prior
knowledge from units one through three will be critical for the learners to access as they develop
these new instructional intervention strategies. Appropriate breaks should be given during the
presentation of this unit.
Instructional Activities
Instructional Time Description of the Instructor Learner
Sequence
(mins)
Learning Activity Action/Decision Action/
(Supplantive) Decision
(Generative)
Gain 10 Opening activity will consist of After welcoming and Learners will
Attention the instructor asking learners if opening remarks, the listen to the
they have ever heard of the term instructor will ask if openmg
"multi-sensory" instruction. any of the learners remarks and
This is followed by watching have heard of the term will participate
the following Y outube clip: multi-sensory in the
htt12s://ww w.):'. outube.com/watch instruction. Instructor discussion on
?v
=
4uMraF JQ12iE will ask for one or two multi-sensory
examples. Instructor instruction.
will then show the
Y outube clip.
Learning 5 Lesson objectives are Instructor directs Learners read
Objectives communicated in writing and attention to the what is written
repeated orally. terminal objectives for and hear what
• Know what pre-standard the unit. is spoken and
reading skills are and connect the
what reading objectives of
weaknesses means. this lesson to
their prior
Copyright 2020, Brian Inouye 2
• Know what multisensory knowledge of
reading instruction (such analyzing
as Orton- Gilli ngham ) assessment
means. results by
• Know what create a finding gaps in
lesson plan means. cognitive skills
• Be able to create a used for
specific intervention reading.
lesson plan addressing a Learners may
student's make notes in
knowledge/ability their dyslexia
deficits in pre-standard journal.
reading skills utilizing
multisensory strategies
such as those used in
Orton-Gillingham
methodology.
l��t-8--t
� :=:.. ::.�· _- . =
�B ��:3>
U1h� tU
1
J lWl: -i. · t:MS
Reasons for 5 Benefits: Learners will be able Using visual cues Learners
Learning to create a specific intervention through PowerPoint, listens and
- Benefits plan addressing the needs of a the instructor states reads the
- Risks struggling reader in their the reasons for reasons for
classroom. learning the material learning.
and the risks avoided.
Risks avoided: Learners will Key points will be Learners share
avoid creating an intervention stated aloud while personal
for skills that do not need others will be bullet reasons and
additional support, or miss points on screen. risks with
opportunities to give needed fellow learners
interventions for struggling Instructor will ask ma
readers. learners to personalize "pair-share"
the reasons and risks activity.
avoided.
Overview 10 Instructor will review the big Instructor will present Learners will
- Prior ideas from the previous lesson: the overview take notes and
Knowledge - Accurately analyzing information verbally participate in
-New assessment results along with visuals small group
Knowledge looking for gaps in skill from the PowerPoint and share-out
- Leaming acquisition is critically presentation. activities.
Strategies important.
Copyright 2020, Brian Inouye 3
(What you
-
Creating a table The instructor will
already visualizing the areas of increase the learner's
know ... what strength and areas of motivation to engage
you are gomg challenge will help with this curriculum
to learn ... and facilitate crafting and achieve the
how you are effective interventions. objective of this unit
going to learn by:
it.) Instructor will foreshadow the
big idea coming from this
• Learning any
lesson - that once the cognitive
prerequisite
reading skill gaps are identified
knowledge.
and visually documented, the
• Watching the skill
development of an effective
as it is
intervention plan will follow.
demonstrated by
the instructor
Instructor will preview the
• Practicing the skills
activities that the learners will
and receiving
engage in to reinforce the new
feedback from the
knowledge and skills of creating
instructor.
multi-sensory reading
• Transfering the
interventions for struggling
skill when the
students.
learners go back to
their classroom to
teach their own
students.
Prerequisite 15 Enabling Objective 1: Instructor will Learners will
Knowledge Learners will be able to reinforce the concepts listen to
demonstrate knowledge of what of pre-standard instruction and
pre-standard reading skills are reading skills and take notes.
and what reading weaknesses reading weaknesses
means. giving examples and
non-examples.
Instructor will Learners will
Enabling Objective 2: introduce the concept be given
Learners will be able to of multisensory examples of
demonstrate knowledge of what reading instruction. multi sensory
multisensory reading instruction instruction
(such as Orton-Gillingham) including
means. utilizing sight,
sound, and
kinesthetic
modalities.
Learners will
Copyright 2020, Brian Inouye 4
take notes of
these
instructional
points.
Enabling Objective 3: Instructor will Learners will
Learners will be able to reinforce the concept listen and
demonstrate knowledge of what of lesson plans asking participate in
create a lesson plan means. for examples and small and large
non-examples. group
discussions
while taking
notes.
Learning 15 Enabling Objective 4: Instructor will: Learners will
Guidance Learner will be able to create a
-
Model the take the
- Lecture specific lesson plan addressing a procedure for handouts and
-Demo. student's knowledge/ability generating will listen to
deficits in pre-standard reading components of a the directions
skills utilizing multisensory lesson plan to on how to
strategies such as those used in address a student's complete each
Orton-Gillingham methodology. weaknesses in activity.
pre-standard
reading skills. Learners will
work
-
Model the collaboratively
procedure for in groups to
generating a menu complete each
of multi sensory activity.
strategies like
those used within Learners will
an ask questions
Orton-Gillingham of the
methodology to instructor as
address a student's they arise.
weaknesses in
pre-standard
reading skills.
-
Model the
procedure for
creating an
intervention lesson
Copyright 2020, Brian Inouye 5
plan, aligning
skills gaps with
specific
interventions
using multisensory
(Orton- Gilli ngham )
strategies.
Practice and 20 Learners will be given the The instructor will: Learners will
Feedback assessment result analysis of a
-
Provide practice take the
student indicating specific and feedback for handouts and
cognitive reading skills gaps. generating will listen to
components of a the directions
Learners will generate a list of lesson plan to on how to
skills to intervene on based on address a student's complete each
the gap analysis. weaknesses in activity.
pre-standard
Learners will develop an reading skills Learners will
intervention lesson plan using a rubric. work
utilizing O.G. strategies. collaboratively
-
Provide practice in groups to
and feedback for complete each
generating a activity.
menu of
multi sensory Learners will
strategies like ask questions
those used within of the
an instructor as
Orton-Gillingham they arise.
methodology to
address a student's
weaknesses in
pre-standard
reading skills
using a rubric.
-
Provide
opportunities to
transfer
knowledge to
create their own
lesson plan to
address the
pre-standard
Copyright 2020, Brian Inouye 6
reading skill
deficits of a
student utilizing
multi sensory
(Orton- Gilli ngham)
strategies.
Authentic 10 Learners will reflect on the Time for writing the Learners will
Assessment student that they have reflection will be complete the
previously identified as given. Some guiding reflective
potentially having dyslexia and reflective questions journal entry.
for which they administered will be offered to the
assessments of foundational learners to spur-on The focus of
reading skills and have found reflective and this journal
specific gaps in application entry will have
knowledge/cognitive skills. considerations. the learners
reflect and
They will then identify one make notations
O.G. intervention strategy to of identifying
implement when they go back a specific
into the classroom. intervention to
address
The writing prompt and the reading skills
following discussion will show gaps.
the instructor that the learners
have achieved the learning
objectives.
Retention 10 Co-constructing knowledge is The instructor will ask Learners will
and Transfer essential to learners being able learners to come up collaborate in
to apply content to their with a specific goal or small groups
professional goals and two that they will to develop
obligations. strive for in applying their retention
the new knowledge and transfer
Learners will work together to they have gained in goals. They
develop specific goals that they this lesson - will then share
will work toward in applying specifically in those goals
what they have learned about identifying O.G. with another
specific O.G. reading reading intervention to member of
interventions. close a reading skills another group.
gap.
Big Ideas 5 Review and re-motivate: Instructor asks Learners will
Review the "takeaways" from learners to describe think about the
this unit. Connect the three big ideas from relevancy of
importance of declarative the unit and why each the
is important and information
Copyright 2020, Brian Inouye 7
knowledge to the goals of the relevant to working
unit and course. with and
understanding
students with
dyslexia.
Advance 5 Connect the current content to Instructor "previews"
Organizer future topics of discussion to next unit by drawing
for the Next ease cognitive load. This allows connections between
Unit learners to see the identifying O. G. based
connectedness of units to the interventions for gaps
overall goals of the course. in specific cognitive
and academic reading
skills and how to track
and monitor progress.
Total Time 110
Materials:
Video :
Inside a Dyslexia Intervention - Reading Strategies For Struggling Readers
https://youtu.be/ex3X3IoPqXg
Copyright 2020, Brian Inouye
and will share
responses with
the instructor
and the class.
Learners write
notes to
prepare
themselves for
the upcoming
unit.
8
Identifying Dyslexia in Elementary Classrooms :
A Professional Development Curriculum
Lesson Plan and Instructor's Guide
Unit 5: Assessing Intervention Effectiveness and Determining Next Steps
ess1on
The .Bra in &
Warning
Sig n
Uni· 1
1----1 1 � 1 --...-i Ses ion 2
J a p.
Uni 3
Unit Duration : 10 5 minutes
Uni 4 Uni 5
Introduct ion : This is the fifth unit of a five-unit curriculum. The focus of this unit is improving
elementary teachers' skills and abilities in creating and analyzing an intervention data system for
the purpose of tracking the intervention's effectiveness. The students that the learners of this
curriculum will be focused on are elementary aged.
Learning Objective(s)
Terminal Ob jective:
• Given their prior knowledge, learners will create a monitoring system to track the
effectiveness of the reading intervention that is implemented based on an established
rubric.
Enabling Ob jective(s):
• Know what monitoring system and track effectiveness means.
• Know when to utilize this monitoring system.
• Be able to generate a set of data criteria based on specific reading skills that are being
remediated.
• Be able to create the monitoring system utilizing preferred medium (paper and pencil vs.
computer software).
Lesson Materials
PowerPoint presentation slides, video clips, handouts. Teachers will bring their own preferred
writing utensils; extras will be made available for those that need it. Note-taking can be done by
the teachers utilizing their copy of the Participant Journal which will be provided to them.
Copyright 2020, Brian Inouye 1
Presentation Slides : 10 3-115
Participant Journal : pg. 47 -73
Learner Characteristic Accommodations
Any and all required accommodations to fulfill the needs of all teachers under the protection of
ADA will be implemented when made known.
Facilitator's Notes
In this fifth unit, learners will increase their knowledge of developing data tracking systems to
monitor the effectiveness of the interventions that have been implemented. Prior knowledge
from units one through four will be critical for the learners to access as they develop these new
intervention data tracking and analysis skills. Appropriate breaks should be given during the
presentation of this unit.
Instructional Activities
Instructional Time Description of the Instructor Learner
Sequence (mins) Learning Activity Action/Decision Action/
(Supplantive) Decision
(Generative)
Gain 5 Opening activity will consist of After welcoming and Learners will
Attention the instructor asking learners to opening remarks, the listen to the
come up with as many types of instructor will ask the openmg
data that they can in one learners to get into remarks and
minute. Afterwards, a Y outube their groups and will participate
clip will be shown: come up with as in the discussion
htt12s://ww w.):'.o utube.com/watc many data types that and will watch
h?v
=
usbud9ZFaEA they can think of in the Y outube clip
one minute. taking notes.
Then the instructor
will ask for the
groups to give
examples from their
list.
The instructor will
then show the
Y outube clip.
Learning 5 Lesson objectives are Instructor directs Learners read
Objectives communicated in writing and attention to the what is written
repeated orally. terminal objectives and hear what is
for the unit. spoken and
connect the
Copyright 2020, Brian Inouye 2
• Know what monitoring objectives of
system and track this lesson to
effectiveness means. their prior
• Know when to utilize this knowledge of
monitoring system. analyzing
• Be able to generate a set of assessment
data criteria based on results, finding
specific reading skills that gapsm
are being remediated. cognitive skills
• Be able to create the used for
monitoring system reading, and
utilizing preferred medium creation and
(paper and pencil vs. implementation
computer software). of interventions.
Learners may
�� 1- J-, f-;
make notes in
@li� £>
their dyslexia
. ., :; '"' "" �
journal.
Reasons for 5 Benefits: Learners will be able Using visual cues Learners listens
Learning to create a monitoring system through PowerPoint, and reads the
- Benefits to track the effectiveness of the the instructor states reasons for
- Risks intervention plan that was the reasons for learning.
developed for the struggling learning the material
reader in their classroom. and the risks avoided. Learners share
Key points will be personal reasons
Risks avoided: Learners will stated aloud while and risks with
avoid being unaware as to the others will be bullet fellow learners
effectiveness of the points on screen. in a "pair-share"
intervention plan. activity.
Additionally, they will avoid Instructor will ask
not being informed as to what learners to
would be an appropriate next personalize the
step for that student based on reasons and risks
the level of effectiveness of the avoided.
intervention provided.
Overview 10 Instructor will review the big Instructor will present Learners will
- Prior ideas from the previous lesson: the overview take notes and
Knowledge - Accurately determining information verbally participate in
-New what gaps a student has along with visuals small group and
Knowledge can lead to effective from the PowerPoint share-out
interventions. presentation. activities.
Copyright 2020, Brian Inouye 3
- Leaming
Strategies Instructor will foreshadow the The instructor will
big idea coming from this increase the learner's
(What you lesson - that once the cognitive motivation to engage
already reading skill gaps are identified with this curriculum
know ... what and visually documented, the and achieve the
you are gomg development of an effective objective of this unit
to learn ... and intervention plan is created and by:
how you are implemented; that it is
Leaming any
going to learn important to track the
•
it.) effectiveness of that
prerequisite
intervention.
knowledge.
• Watching the skill
Instructor will briefly review
as it is
the learning activities presented
demonstrated by
in this unit - designing a data
the instructor
tracking system to monitor
• Practicing the
intervention effectiveness.
skills and
receiving feedback
from the instructor.
• Transfering the
skill when the
learners go back to
their classroom to
teach their own
students.
Prerequisite 15 Enabling Objective 1: Instructor teaches the Learners will
Knowledge Learners will be able to concept of what a listen to
demonstrate knowledge of monitoring system is. instruction and
what monitoring system and Discussion on take notes.
track effectiveness means. defining what
effectiveness means
within the context of
reading intervention.
Enabling Objective 2: Instructor teachers Learners will be
Learners will be able to the concept of when given examples
demonstrate knowledge of to utilize the of monitoring
when to utilize this monitoring monitoring system systems.
system. utilizing a
progressive system
that is an iterative
process.
Copyright 2020, Brian Inouye 4
Learning 15 Enabling Objective 3: Instructor will: Learners will
Guidance Learners will be able to - Model the take the
- Lecture generate a set of data criteria procedure for handouts and
- Demo. based on specific reading skills generating a will listen to the
that are being remediated. set of data directions on
criteria based how to complete
on the each activity.
identified
reading Learners will
interventions work
being collaboratively
provided. in groups to
complete each
activity.
Enabling Objective 4: Instructor will:
Learners will be able to create
-
Model the Learners will
the monitoring system utilizing procedure for ask questions of
preferred medium (paper and generating a the instructor as
pencil vs. computer software). monitoring they arise.
system
Practice and 20 Learners will be given an Instructor will: Learners will
Feedback example of a student's - Provide take the
interventions and will practice practice and handouts and
documenting the results within feedback for will listen to the
a data tracking system that they generating a directions on
will have just created. monitoring how to complete
system using each activity.
a rubric.
-
Provide Learners will
opportunities work
to transfer collaboratively
knowledge to in groups to
create their complete each
own activity.
monitoring
system. Learners will
ask questions of
the instructor as
they arise.
Authentic 10 Learners will reflect on the Time for writing the Learners will
Assessment student that they have reflection will be complete the
Copyright 2020, Brian Inouye 5
previously identified as given. Some guiding reflective
potentially having dyslexia and reflective questions journal entry.
for which they administered will be off ered to the
assessments of foundational learners to spur-on The focus of
reading skills, found specific reflective and this journal
gaps in knowledge/cognitive application entry will have
skills, and have now given considerations. the learners
specific interventions for those reflect and make
skills gaps . notations of
identifying a
They will then identify a data data tracking
tracking system to implement system to
when they go back into the monitor the
classroom. results of the
interventions
The writing prompt and the given.
following discussion will show
the instructor that the learners
have achieved the learning
objectives.
Retention 10 Co-constructing knowledge is The instructor will Learners will
and essential to learners being able ask learners to come collaborate in
Transfer to apply content to their up with a specific small groups to
professional goals and goal or two that they develop their
obligations. will strive for in retention and
applying the new transfer goals.
Learners will work together to knowledge they have They will then
develop specific goals that they gained in this lesson - share those
will work toward in applying specifically in goals with
what they have learned about tracking intervention another member
intervention results - data results. of another
tracking. group.
Big Ideas 5 Review and re-motivate: Instructor asks Learners will
Review the "takeaways" from learners to describe think about the
this unit. Connect the three big ideas from relevancy of the
importance of declarative the unit and why each information and
knowledge to the goals of the is important and will share
unit and course. relevant to working responses with
with and the instructor
understanding and the class.
students with
dyslexia.
Copyright 2020, Brian Inouye 6
Advance 10 Connect the current content to Instructor Learners write
Organizer the completion of this course: summarizes the units notes to prepare
for the the study of intervening with that the learners have themselves for
Curriculum students experiencing completed and transitioning
Completion symptoms of dyslexia. encourages the back to the
learners to continue classroom.
to implement this Learners can
new knowledge and write a
skills into their reflection about
teaching practice. setting personal
goals for how
they will
continue to use
the new skills of
..
recogmzmg
signs/ symptoms
of dyslexia,
usmg
appropriate
assessments to
analyze what
gaps in skills
their student
has, crafting
multi-sensory
interventions to
address those
gaps in skills,
and then
tracking the
effectiveness of
those
interventions.
Total Time 10 5
Copyright 2020, Brian Inouye 7
In Elementar y Classrooms
Credit :
Image retrieved from:
https://www.time 4lear nin g.com/ home schooli ng/spec ial-ne eds /dys lexia /
Copyright, 2020: Brian Inouye
Identifying Dyslexia in
Elementary Classrooms
Welc ome
What I Wish Teacher s
Kttew About 17y slexia
Facil it ator's Notes:
Enhance motivation by drawing the learner's attention to the problem of struggling students who
may be helped through this curriculum. Provide the overall purpose of the course to teach
creden tialed elementary teachers who have knowledge of reading instruction how to iden tify the
warning signs of dyslexia and provide specific evidence-based multi-sens ory interventions to
improve the learning gaps of the students.
Remind participants that they have had some opportunity to work with the pre-course materials
(Empirical Article by Shaywitz (1998) and the two You-Tube Clips.
"What did you th ink of th ose two videos?"
"What was most surprising to you?"
Cre dits :
Video: htms: //www .y outube.com/watch?v
=
cBIKOXVPbXo
Pres entation template: SlidesCamival
Copyright, 2020: Brian Inouye
Why are you here?
-
What does dyslexia mean to you?
-
What new information are you hoping to gain?
-
What will this mean to your teaching practice?
Facil it ato r Notes:
Direc t learners to their copy of the Participant Journal.
•••
---
Ask learners to write down their personal goal of what they want to get out of the course and how
they would immediately apply it in their classroom.
Learner's Activity:
Learners will share with table partners their goals for the course to enhance learner's motivation.
Copyright, 2020: Brian Inouye
Course Overview, Purpose , Goal
Pu rpose: By increasing teacher's knowledge of dyslexia sym ptoms
and what instructional strategies to implement; teachers
will signific antly improve the lives of their students.
Facil it ator's Notes:
Assessing the teacher's prior knowledge throughout the various units in this curriculum is critical
for the facilit ator to engage in. To do this, begin by asking questions of your learners as it relates
to :
Questions:
Their prior experiences with dyslexia,
What th eir working definit ion of dyslexia is,
Their kn owledge of dyslexia and
What exp eriences they have had with dyslexia intervent ions and
What assessment instrume nts they have utili zed.
Copyright, 2020: Brian Inouye
Course Goal, Purpose , Overview
Goal:
Ulti mately, teachers will be able to help their students who are
struggling with dyslexic symptoms to demonstrate improved
foundational reading ski lls, leading to students who successfully
read with understanding and with application across settings and
subjects.
Facil it ator's Notes:
Assessing the teacher's prior knowledge throughout the various units in this curriculum is critical
for the facilit ator to engage in. To do this, begin by asking questions of your learners as it relates
to :
Questions:
Their prior experiences with dyslexia,
What th eir working definit ion of dyslexia is,
Their kn owledge of dyslexia and
What exp eriences they have had with dyslexia intervent ions and
What assessment instrume nts they have utili zed.
Copyright, 2020: Brian Inouye
Course Overview, Purpose , Goal
Overview:
Facil it ator's Notes:
Warning
Signs
Unit 2 Unit 3
Next
Steps
Unit 5
Unit 1: The Brain & Warning Signs - In this Unit we will learn about the various sec tions of the
brain that are involved in reading and learn how students with dyslexia a diff erences in their
brain structures.
Unit 2: Measurements - In this Unit we will learn about the various measurements that teachers
can take of a student that is demonstrating learning challenges.
Unit 3: Identifyi ng the Reading Gaps - In this Unit we will learn how to find the specific areas of
reading gaps using various measuremen ts of cognitive skills.
Unit 4: Tier II Interventions - In this Unit we will learn how to devise an individual Tier II
Intervention based on the reading gaps that have been identified.
Unit 5: Next Steps - In this Unit we will learn how to gage the eff ectiveness of the interventions
that have been applied and to determine what next steps would be appropriate for that student.
Copyright, 2020: Brian Inouye
Defin ition
''
Dyslexia is a specific learning disabilit y that is neurobiolo gical in origin. It is
charact erized by difficulties with accurate and /or fluent word recognition and by poor spelling and
deco ding abilities. These difficulties typically res ult from a deficit in the phono logical component of
language that is often unexpected in relation to other cognitive abilities and the provision of eff ective
classroom instruction. Secondary consequences may include problems in reading comprehension and
reduced read ing experience that can impede growth of vocabulary and backgr ound kno wledge
(dys lexia ida. org, 2019).
Facilitator's Notes:
It is important to begin with defining what dyslexia is. This definition is from the
International Dyslexia Association (IDA) and is regarded as the premiere definition of
dyslexia.
Copyright, 2020: Brian Inouye
Dys lexia
What it is:
-
Difficul ty learning to rhyme
words
-
Difficul ty learning the lette r
names and lette r sounds of the
alphabet
-
Confusions of lette rs and wo rds
with similar visual appearance
-
Trouble arranging letters in the
correct order when spe lli ng.
Mather & Wendling, (2012)
Facilitator Notes:
What it is no t:
-
A pervas ive oral language
impairment
-
A primary problem in attention or
behavior
-
Low motivation or limited effo rt
-
Poor vision or hearing
-
Limited intelli gence
-
A res ult of poor teaching or
limited educational opportunity
Instructor will review the distinctions of what Dyslexia is and what it is not.
Copyright, 2020: Brian Inouye
Myths of Dys lexia
Myths:
1. Peo pl e with dysle xia can not
re ad.
2. In dividual s with high
intellec tual abi lity ca nno t ha ve
dysle xia.
3
. Dysle xia is se eing things
back wards.
4
. Dysle xia is a ra re disor der .
Mather & Wendi in , (2012)
Facilitator Notes:
Reality:
1. Most do lea rn to read at some
leve l, al thoug h their rate is
ofte n sl ow.
2. In telli gence does no t pred ic t
dysle xia.
3
. Dys lex ia is much more
co mpl ex than se eing things
back wards.
4
. Approximatel y 5-8% of the
popul ati on has mild to seve re
dysle xia.
Instructor will present the list of Myths and then will ask participants to share out what
the reality is. Direct participants to write down the reality in their PJ.
Copyright, 2020: Brian Inouye
Myths of Dys lexia
Myths:
5. Dys lex ia can not be diag nosed
unti l at least third grade.
6. Children will ou tg row dysle xia.
?. All strug gling rea der s ha ve
dysle xia.
Mather & Wendling, (2012)
Facilitator Notes:
Reality:
5. At-risk sy mpto ms for dysle xia ma y be
identifie d in individual s as yo ung as five yea rs
of age with red fla gs that can be found as
earl y as one.
6. Dysle xia is a lifel ong cond ition, but
interve ntion can re duce the impact.
?. Man y other rea sons than dysle xia may
cause read ing probl ems such as low
intellec tual abil ity, poor oral la nguage,
attentional probl ems, poor instruc tion, and
lack of oppor tu nity.
Instructor will present the list of Myths and then will ask participants to share out what
the reality is. Direct participants to write down the reality in their PJ.
Copyright, 2020: Brian Inouye
Unit 1
The Brai n & Warning Signs
Where everything starts ...
Facil it ator's Notes:
In this first lesson of this curriculum, it is essential that all learners have a solid
understanding of what dyslexia is and what are the critical areas of cognition that are
impacted in children with dyslexia. All subsequent lessons rely on the learners to fully
understand these concepts in order to decide what formative assessments to utilize,
what interventions to design, and assess the eff ectiveness of that intervention.
Copyright, 2020: Brian Inouye
Agenda
Discuss Dys le xia and the Brain
Lesson Objectives :
-
Know what neuro
-
typical cognition means.
-
Know what are the foundational reading ski ll s
required fo r so und
-
sy mbol pairing.
-
Be able to generate a lis t of warning signs of a
stu dent that is not learning foundational reading
ski ll s.
Facilitator Notes:
After welcoming participants back from their break, the instructor will review the
agenda for this first Unit and what are the lesson objectives.
Copyright, 2020: Brian Inouye
Reasons for Learning
Bene fit s
Risk s Avo ided
Facilitator's Notes:
Using visual cues through PowerPoint, the instructor states the reasons for learning the
material and the risk avoided. Key points will be stated aloud while others will be
bullet points on screen. Instructor will ask learners to personalize the reasons and risks
avoided.
Benefits : Learners will be able to more thoroughly understand how the dyslexic brain
works and what cognitive skills are involved with making sound-symbol connections.
They will be able to recognize some common warning signs for students who may
have dyslexia.
Risks avoided : Learners will avoid misunderstanding how students learn to read, and
will avoid missing the warning signs for students who may have dyslexia.
Participants listen to the reasons for learning and share personal reasons and risks with
fellow learners in a "pair-share" activity.
Copyright, 2020: Brian Inouye
How the brain
work s wit h
dyslexia
Facilitator's Notes:
The instructor will preface showing the video clip by asking learners to pay attention to
how a neurotypical brain and a dyslexic brain differ in its ability to process the task of
reading.
Direct the participants to use their Participant Journal (PJ) to take notes. - What is
something that you already knew? What is something that is a new concept for you?
What surprised you?
Credits :
Vide o: https://www .youtube. com/ watch?v
=
QrF6m 1 mRsCQ
Copyright, 2020: Brian Inouye
Language & Reading Centers of the Brain
Facilitator Notes:
Instructor will review the various portions of the brain that are charged with
processing various cognitive skills of language and reading including
Speech-sound awareness
Sound-symbol associations
Language comprehension
Letter-pattern recognition
Instructor will ask participants to share in their table groups how information is
processed in the brain based on the following events:
Someone reads a passage to you.
Someone shows you a passage without reading it to you.
Someone spells the name of an unfamiliar street to you.
Participants will make notes in their PJ of the various brain sections that become
involved with those activities.
Copyright, 2020: Brian Inouye
What we know about Dys lexia
□ Is neurobiological in origin
□ Is characterized by inaccurate or dysflu ent word
recognition; poor spelling and decoding
□ Is frequentl y caused by or associated with a deficit in
phonological processing and/or orthographic
process1 ng.
□ Is unexplained in relations to cognitive levels of
functioning.
Butterfield & Toi kin (2017)
Facil it ato r Notes:
Revi ew gener al char acte ristic s of dyslexia with partici pants.
Copyright, 2020: Brian Inouye
Characteristics of Dys lexia
□ Inability to sound out words.
□ Li mited sight-word vocabulary.
□ Listening comprehension exceeds reading
comprehension .
□ Li mited response to traditional instruction and
intervention.
Butterfield & Tolkin (2017)
Facil it ato r Notes:
Revi ew gener al char acte ristic s of dyslexia with partici pants.
Copyright, 2020: Brian Inouye
Warning Signs of Dyslexia
Red Flags - Preschool
- May talk later than most children.
- May have difficul ty with rhyming.
- May have poor auditory memory for nursery rhymes
and chants.
- May be slow to add new vocabulary words.
- May be unable to recall the right word.
- May have trouble learning numbers, days of the week,
colors, shapes, and how to spell and write thei r name.
Scottish Rite Hospital (2017)
Facilitator Notes:
Instructor will review the warning signs of dyslexia by grade level. Participants will
take notes in their P J.
Credit :
www.scottishritehos pital.org/dyslexia
Copyright, 2020: Brian Inouye
''
The two best ear ly predictors of how well children will
learn to read during the firs t two years of school are:
Facil it ato r Note:
Pho nemic Awa reness
Letter/Sound Knowl edge
Ehri, L. (2000). National Read ing Panel
Revi ew the quote from Ehr i with partici pants.
Copyright, 2020: Brian Inouye
Warning Signs of Dyslexia
Red Fl ags - Kindergar ten - 3rd Grade
- Fails to understand that words come apart; for example, that snowman can be
pulled apart into snow and man, and later on, that the word man can be
broken down still further and sounded out as /m/ /a/ /n/.
- Has difficul ty learning the letter names and their corresponding sounds.
- Has difficul ty decoding single words (reading single words in isolation) - lasks
a strategy.
- Has difficul ty spelling phonetically.
- Reads dysflu ently (choppy and labored).
- Relies on context clues to recognize a word.
Scottish Rite Hospital (2017)
Facilitator Notes:
Instructor will review the warning signs of dyslexia by grade level. Participants will
take notes in their P J.
Credit :
www.scottishritehos pital.org/dyslexia
Copyright, 2020: Brian Inouye
Warning Signs of Dyslexia
Red Flags - 4th grade - High School
-
Have a history of read ing and spelling difficul ties.
-
Avoid read ing aloud.
-
Don't read for pleas ure.
-
Read most materials slowly, inaccu rately; oral read ing is
la bored , not fluent.
Scottish Rite Hospital (2017)
Facilitator Notes:
Instructor will review the warning signs of dyslexia by grade level. Participants will
take notes in their P J.
Credit :
www.scottishritehos pital.org/dyslexia
Copyright, 2020: Brian Inouye
Facilitator Notes:
Instructor will model how the participants will be looking for warning signs of
dyslexia in the clip that will be played. Participants will right down their identified
warning signs in their P J.
Copyright, 2020: Brian Inouye
Reflec ting on your students ...
Take some time now to identify a student(s) that you
have had in your class or currently have now, who you
now suspect may have been/is dyslexic.
Write down in your PJ what are the warning signs that
lead you to this consideration
Facilitator Notes:
Instructor will allow time for participants to reflect on past/current students that were
in the participant's classroom who may have had dyslexia.
Participants will complete the reflective journal entry in their notebooks. The focus of
this journal entry will have the learners reflect and make notations of real students in
their classroom who they can identify - that show warning signs of dyslexia.
Copyright, 2020: Brian Inouye
Big Ideas ...
-
Dyslexia is an inherited condition
-
Dyslexics have a brain diff erent than non- dyslexic
individual s (rt. Hemisphere is 10% la rger)
-
Dyslexic individuals process language diff erently.
-
Dyslexic individuals often have directionality
confusion.
-
Dyslexics have scattered memory abilities.
Ba rto n (2012)
Facilitator Notes:
Dyslexia is an inherited condition - inheritance is the bigges t risk factor of dyslexia -
dyslexia in fam ilies leads to a 50/50 chance student will have it. "The myth of developmental -
the resea rch shows that if a child is struggli ng with reading and spelling in mid-first grade, has
better than 90% odds of still str uggli ng in those areas in 8th grade and on into adulthood, if
someone doesn't step in and do something." (lecture notes - Barton, 2012).
Dyslexics have a brain difference than non-dyslexic individuals - Dyslexics have a larger
right hemisphere than non-dyslexics - more brain s - which can account for their often
significa ntly greater abili ties over average individuals with visual-spatial, creative arts, and
seeing big picture (many CEOs will have dyslexia).
Dyslexic individuals process language diff erently. - Dyslexic's brains are wired differently -
nerves in the Broca 's Area and Wernicke 's Area where you process langua ge. Impacts all four
ways you process langua ge.
Dyslexic individuals often have directionality confusion. - Life long confusion of left and
right. Any time you teach and you use a word that implies direction - dyslexic students are
likely to be confused by it (e.g. before/after, next/previous, first/last, over/u nder).
Dyslexics have scattered memory abilities - ability to memorize : logic /meaning /
3-dimensional, storyline, song lyrics: these are not a problem. Dyslexics have difficulty with
two types of memory 1) involving sequences (alphabet, days of the week) and 2) Rote-random
facts (multiplication tables).
Copyright, 2020: Brian Inouye
Advance Organizer ...
Facilitator Notes:
Next
Steps
Instructor "previews" next unit by drawing connections between understanding
dyslexia and how that knowledge will allow the learners to be able to know,
understand, and apply the appropriate tools and measurements for seeing at what level
of performance are their students.
Learners write notes to prepare themselves for the upcoming unit.
Copyright, 2020: Brian Inouye
Facil it ator's Notes:
This is the second unit of a five-unit curriculum. The focus of this unit is improving
elementary teachers' skills and abilities for describing and determining which
assessment instruments to use after a student has been identified as possibly struggling
with dyslexia. The students that the learners of this curriculum will be focused on, are
elementary aged. The purpose of this unit is to give teachers an adequate and
necessary level of background, conceptual, and practical knowledge upon which
subsequent units will build upon.
Copyright, 2020: Brian Inouye
Agenda
Discuss Measurements
Lesson Objectives:
- Know what "assessment instrument" means.
- Know what are the potential weaknesses a student may
have in foundational reading skills.
- Be able to generate a list of appropriate assessment
instruments and know which skills are being assessed by
that assessment instrument.
Facilitator Notes:
After welcoming participants back from their break, the instructor will review the
agenda for this second Unit and what the lesson objectives are.
Copyright, 2020: Brian Inouye
Reasons for Learning
Benefit s Risks Avoided
Facilitator's Notes:
Using visual cues through PowerPoint, the instructor states the reasons for learning the
material and the risk avoided. Key points will be stated aloud while others will be
bullet points on screen. Instructor will ask participants to personalize the reasons and
risks avoided.
Benefits : Participants will be able to more thoroughly understand the importance and
appropriate use of assessment tools for identifying gaps in their student's reading
skills.
Risks avoided : Participants will avoid misunderstanding what are the exact areas of
weakness of the student. Participants will avoid re-teaching skills that the student has
already mastered or not teaching skills that the student is missing.
Copyright, 2020: Brian Inouye
A recap ...
-
Dyslexic's brains process sounds of language and
sound
-
symbol pairings diff erently than non
-
dyslexics.
-
Being able to manipulate sounds is crucial for good
readers.
-
Anal yzing a student's spelling is one of the best ways
to identify if a student may have dyslexia.
Facilitator Notes:
Instructor will foreshadow the big ideas coming from this lesson - that there are
specific assessments that teachers can give to their struggling students to help
guide the teacher's instruction for maximum eff ectiveness.
To prime the learners to discuss assessments, the instructor will encourage
participants to share with their tablemates the student in their own classroom who they
have identifi ed as having some of the warning signs of dyslexia.
Copyright, 2020: Brian Inouye
A quick warm-up activity ...
In your table groups, you will have two minutes to
name as many diff erent types of assessments that
you can.
Ready?
Se t?
GO!
Facilitator Notes:
"Speed Round" activity - Participants will come up with as many different types of
assessments that they can think of . - the table with the most amount of assessments
identified wins.
Copyright, 2020: Brian Inouye
What shoul d be assess ed?
Facil it ato r Note:
Faci litato r will pose the questi on to the parti ci pants. Allo w them to di scuss for a
minu te or two what they think will be some key skill s that will need to be assessed .
Faci litato r will write these do wn.
Credit: Ima ge: https://vir tual sc pd.c om /index.p hp/produ ct/authenti c- assessme nt /
(Assessme nt /hand)
https://onli nelear nin gconsortium.o rg/assessi ng-acr oss- modalit ies -str engthenin g- the-i n
tent ional it y-of -cu rricular -desi qn/
Copyright, 2020: Brian Inouye
Poor Phonological Processing
May have:
-
Early articulation errors
-
Confusion of similar sounds (e.g., /b/ and /p/ and /fl and /v/)
-
History of ear infections
-
Trouble learning letter sounds
-
Poor nonword repetition, reading, and spelli ng
Facilitator's Note:
Instructor will review the characteristics of poor phonological processing
Credit:
Mather, N. (2017 )
Copyright, 2020: Brian Inouye
Phonology and Orthography
Phonology: the sounds of a language
Orthography: the marks of a writing system, including the
spelling patterns
Dys lexia can be caused by problems in phonology or orthog raphy or both
Facil it ator's Notes:
Instruc tor reviews the content on the slide while partici pants mak e notes .
Credit:
Mather , N. (2017 )
Copyright, 2020: Brian Inouye
Defin itions
Orthog raph ic: the visual re prese ntations spe cific to
wo rds (no t visual
-
spa tial skills).
Orthog raphic coding: Re prese nting a printed wo rd in
memor y and access ing the whole wo rd, a lette r cluste r,
or a lette r.
Orthog raphic image: Re prese ntation of a spe cific writ te n
wo rd in memor y.
Facil it ator's Notes:
Instruc tor will revie w the content with the partici pants.
Credit:
Ber nin ger , V.W. (1996). Read ing and writing acquisition: A develo pment al
neuropsychological pers pective. Boulder , CO: Westvie w Press.
Copyright, 2020: Brian Inouye
''
ORTHOGRA PHY, n.
The science of spel ling by the eye instead of the ear.
(Ambrose Bierce)
Facil it ato r Note:
Instruc tor will revie w the quote from Bier ce and ask for reactions from the parti ci pants.
Copyright, 2020: Brian Inouye
How do you know the correct spelling?
• Ra in • Ra ne
• Soap • Sope
Phonological processing can occur but it is not sufficient
for identif ying the correct spelling of the word.
Facil it ato r Notes:
Instruc tor asks participa nts to share with each other at their table group how they are
able to know the correct spellin g of the words.
Credit:
Mather , N. (2017 )
Copyright, 2020: Brian Inouye
Orthography
" ... the written system of spelling patterns and
correspondenc es between speech and print."
Relevance to reading and spelling: the spelling system
represents phoneme-grapheme correspondenc es, syllable
patterns, and meaningful parts of words (morphemes): it
must be decoded for reading and encoded for writing."
Moats. L.C. (2010)
Facil it ator's Notes:
Instruc tor will revie w the content with the partici pants.
Credit:
Moats, L.C. (201 0). Speec h to prin t: Language essent ials for te achers (2nd ed) .
Balti mor e, MD: Paul H. Brookes Publishing Co (p.3) .
Copyright, 2020: Brian Inouye
Orthographic Processing
-
Quality of orthographic codes
-
The speed of accessing those codes
-
Knowledge of both whole word and subword units
Hul tquist. AM. (1996)
Facil it ato r Notes:
Instruc tor will revie w the content of the slide with parti ci pants.
Credit:
Hult quist, A.M. (1996). Orthogr aphic process ing in reading di sabled stude nts and
reading age controls: Whole word and subwo rd units . (Doctoral di sser tati on,
Amer ican Internati onal College, 1996). Dissert ation Abstracts Internat ional, 57: 1485A.
Copyright, 2020: Brian Inouye
Starting Point: for ming the connections between the phonemes and the
graphemes.
Phonemes (sounds): Im/ la / In/
Graphemes (print): m a n
Facil it ator's Notes:
Instruc tor will revie w the in formati on on the slide with the parti ci pants.
Copyright, 2020: Brian Inouye
Ehri's theory proposes :
-
The pronu nciations of wo rds are the anchor s fo r writ te n wo rds
in memor y.
-
Re ader s lea rn sight wo rds by fo rming co nne ctions be tween
the lette rs seen in the spe llings of wo rds and the so unds of
the pronunciations alre ady sto red in memor y.
-
More adva nced phonemic skill s lead to more de ta iled
analysis of the inte rnal structur e of wo rds and the acquisition
of increa singl y ex plicit and more full y spe cifie d orthog raphic
re prese ntations.
Facil it ator's Notes:
Instruc tor will revie w the in formati on on the slide with the parti ci pants.
Credit:
Mather , N. (2017 )
Copyright, 2020: Brian Inouye
Spelling
-
Sequencing the sounds in order requires phonological
processing , particularly phonemic segmentation.
-
Recalling the visual elements of words requires
orthog raphic processing. This is critical for the retrieval
of predictable letter sequences that cannot be sounded
out (e.g.
-
ght,
-
tion), as well as the irregular parts of
words (e.g. the ai in said).
Facil it ator's Notes:
Instruc tor will revie w the in formati on on the slide with the parti ci pants.
Credit:
Mather , N. (2017 )
Copyright, 2020: Brian Inouye
How Problems in Phonology and Orthog raphy Aff ect Spelling
Phonology
- Does not put sounds in order
- Adds or omits sounds
- Represents phonemes with
incorrect graphemes
- Confuses similarly sounding
speech sounds (e.g. /b/ and /p/
-voiced and unvoiced consonant
pairs).
- Confuses vowe l sounds.
Facilitator Notes :
Orthography
- Puts all sounds in the correct sequence but
uses incorrect graphemes.
- Reverses lette rs (e.g. b and d) and
transposes words (e.g. saw and was).
- Spe lls common high freq uency words like
they sound, not like they look.
- Regularizes the irreg ular element of words
(e.g. "thay" for they, and "sed" fo r said).
Instructor will review the information on the slide with the participants.
Credit:
Mather, N. (201 7)
Copyright, 2020: Brian Inouye
Ph ases of Sig ht Word Development
Pre-Alp ha betic Phase
Pa rtial Alp ha betic Phase
Full Alpha betic Pha se
Consolida ted Alp ha betic Phase
Ehri, L.C. (1998)
Facil it ator's Notes:
Pre- Alphabeti c Phase: mak es conne cti on bet we en salien t visual cues and word
mean ing. Does not use le tte r-s ound relations to aid in ide ntif ic ati on.
Partial- Alphabetic Phase: mak es connec tions bet we en some of the le tte rs and
sounds .. Reli es mor e on first and final sounds. Lack s full knowl edge of alphab etic
syst em, parti cularly vowels. Reads same word inc onsis tently and confuses words with
simil ar le tte rs (e.g. cap and camp ) .
Full Alphabetic Phase: Has com pete conne ctions bet we en le tte rs and phonemes.
Can dec ode words ne ver read befo re by seg menting and blend ing le tte rs.
Remem ber s how to read sigh t words.
Consolida ted Alphabetic Phase: Rec ognizes lar ger le tte r units ins tantly (e.g.
common spellin g patte rns, syllable s). Has consolida ted units in memor y (e.g. -est,
-ti on, -ing , -le) . Is sensitiv e and recalls spellin g patte rns obser ved in words. Reads
words rapidly and easi ly.
Credit:
Ehri, L.C. (1998). Grapheme- phoneme knowl edge is esse nti al for lear ning to read
words in English . In J. L. Mesala & L. C. Ehr i (eds .). Word rec ognition in beg inning
literacy. (pp. 3-40) . Mahwah, NJ: Lawrenc e Erlb aum.
Copyright, 2020: Brian Inouye
Development of Encoding Skills (Spelling)
Print awa reness
Phonological awa reness
Knowing that sounds ar e represented by Lette rs
Increased orthographi c awa reness
- Sy llables
- Visual pat terns
Automaticit y
Facil it ato r Notes:
Instruc tor will revie w the in formati on on the slide with the parti ci pants.
Copyright, 2020: Brian Inouye
Stages of Spelling Deve lopment
Prep honetic: Has no knowledge of the alphabetic principle
Semi-ph onetic: Uses letters to represent easy to hear speech sounds
Phone tic: Represents all speech sounds
Transitional: Integrates some orthographic patterns
Conventional: Uses sounds, patterns, and meanings.
Facil it ato r Notes:
Instruc tor reviews the in formati on on the slide with partici pants.
Copyright, 2020: Brian Inouye
I Stages of Development: An Example
Pre-phonetic or emergent ⇒ W17pt
Semi-phonetic ⇒ I wk t the madk
Phonetic ⇒ I wokt to the maybocks
Transitio nal ⇒ I waked two the malebox
Conventi onal ⇒ I walked to the mail box
Facil it ator's Notes:
Instruc tor will ask the participa nts to try to deter min e whic h dev elopmen tal stage each
of the examples should be long to. Participa nts can work in table groups to label each
example. Instruc tor will cl ick the advanc e bu tton to reve al the answe rs to the le ft of
the scree n.
Copyright, 2020: Brian Inouye
Pri mary Abilities for Spelli ng Deve lopment
I Conceptual I
I Phonol ogical
Pre -Phonetic Sem i-Phon etic Phone tic
Facil it ator's Notes:
Orthog ra ph ical
Morphol ogical
Tra nsitional
Instruc tor will revie w the in formati on on the slide with partici pants.
Copyright, 2020: Brian Inouye
Phonol ogical
Orthog ra ph ical
Morphol ogic al
Semantic s
Corr ect
Stages of Decod in g / Enc oding Development
Prealphab etic : Prephonetic
Pa rtial alphab etic : Semi-phonetic
Fu ll alpha betic: Phonetic
Conso lida ted : Transitional
(orthograp hy)
Fluenc y : Conventional
Facil it ato r Notes:
Instruc tor will revie w the in formati on on the slide indic ati ng that this is a ma tching of
the two dev elopmen tal sequenc es of Decod ing and Enc oding.
Credit:
Mather , N. (2017 )
Copyright, 2020: Brian Inouye
Poor readers have difficu lties:
• Learning how to blend (put together) and
segment (take apart) the sounds in words.
• Learning sound (phoneme) and letter (g rapheme)
correspondences.
Facil it ato r Note:
Instruc tor will revie w the cont ents of the slide.
Copyright, 2020: Brian Inouye
''
': .. lowe r level language mastery is as
essential for the literacy teacher as
anatomy is for the physician "
(/v!o ats , 1994, p. 99).
Facil it ato r Note:
Instruc tor will revie w the quote . Ask participa nts to dr aw conne cti ons bet we en
themse lves and doc tors.
Copyright, 2020: Brian Inouye
National Reading Panel
1. Teach children how to manipulate the so unds in wo rds (phonemic
awareness)
2. Teach them how these sounds can be written with lette rs and then
blended together to form words (phonics)
3
. Have them read aloud with guidance and feedback (guided oral reading)
4
. Teach vocabulary and how to apply reading comprehension str ategies
Facil it ato r Note:
Instruc tor will revie w the Nati onal Reading Panel' s recomme ndation for the sequenc e
of reading ins truc ti on.
Copyright, 2020: Brian Inouye
I Phonological Awa reness
Knowing that spoken language is composed of
sounds.
The ability to manipulate and integrate language
sounds.
Facil it ato r Notes:
Instruc tor will revie w the concep t of phonolo gic al awarene ss.
Copyright, 2020: Brian Inouye
I The Diff erence ...
Phonol og ical Awaren ess
... is the umbrella te rm used
to desc ribe all type of
phonol og ical awa re ne ss
tasks (e. g. rhyming,
co unting sylla bles).
Facil it ato r Notes:
Phonemic Awa re ne ss
... activitie s that invo lve the
spe cific manipulation of
phoneme s (e .g. te ll me the
fir st so und in "dog ").
Instruc tor will revie w the di ffe renc e bet we en the two ter ms.
Phonemic Awareness must exist or be explicitly and directly taught before
phonics instruction begins. Otherwise, the phonics instruction will not make sense
to the dyslexic child.
Phonological processing refers to understanding of sounds used in our language,
ranging from big chunks of sound (words), to smaller chunks (syllables) and
eventually to phonemic awareness (every sound within a syllable). Both phonemic
awareness and phonological processing are auditory processing skills. Therefore,
they can ( and should) be taught before letters are introduced.
The goal of teaching phonics is to link the individual sounds to letters, and to
make that process fluent and automatic, for both reading and spelling. In other
words, phonics teaches students symbol-to-sound and sound-to-symbol.
But for phonics to work, a student must first have solid phonological processing
and phonemic awareness.
Credit : https://www. dy s-add .com/ dy sle xia. html# anchor Phonem ic What
Copyright, 2020: Brian Inouye
I importance of Phonemic Awareness
Quotes from prominent NIH researchers:
• 'T he lack of phonemic awareness is the most powerful
determinant of the li kelihood of failure to learn to read."
• "Phonemic awareness is more highly related to learning to
read ... than tests of general intelligence, reading readiness,
and listening comprehension."
• "Phonemic awareness is the most important core and causal
factor separating normal and disabled readers."
Facil it ato r Notes:
Instruc tor will revie w the findi ngs of resear ch relative to Phonemic awareness.
Copyright, 2020: Brian Inouye
Phonological Awareness Development
K-1st grade: rhym ing, bl ending and seg me nting
co mp ound wo rds and multisyll abic wo rds.
1st and 2nd grade: Seg me nting and bl ending
phoneme s. Man ipul ating the initial, fin al , and then the
middl e sou nd.
Facil it ato r Notes:
Instruc tor will revie w the phonolo gical awarene ss dev el opment by grade lev el.
Copyright, 2020: Brian Inouye
I Sequence of Skill Development
• Discriminating rhymes
• Producing rhymes
• Isolating initial and fin al sounds
• Blending sounds
• Segmenting sounds
• Manipulating sounds
(e.g. deleting , substituting , transposing).
Mather (2017)
Facil it ato r Notes:
Instruc tor will revie w the phonolo gical awarene ss dev el opment by grade lev el.
Copyright, 2020: Brian Inouye
? Important Phonemic Awareness Skill s:
Facil it ato r Notes:
Phoneme Seg me ntation
Phoneme Del etion
Phoneme Match ing
Phoneme Counting
Phoneme Su bstitution
Blendin g
Rhym ing
NIH research has repeatedly demonstrated that lack of phonemic awareness is the root
cause of reading failure. Phonemes are the smallest unit of spoken language, not
written language.
Children who lack phonemic awareness are unable to distinguish or manipulate
sounds within spoken words or syllables. They would be unable to do the following
tasks:
• Phoneme Segmentation: What sounds do you hear in the word hot? What's the
last sound in the word ma p?
• Phoneme Deletion: What word would be left if the /kl sound were taken away
from cat?
• Phoneme Matchin g: Do pen and pipe start with the same sound?
• Phoneme Count ing: How many sounds do you hear in the word cake?
• Phoneme Substitut ion : What word would you have if you changed the /h/ in hot
to /pl?
• Blendin g: What word would you have if you put these sounds together? /s/ /a/ It/
• Rhymin g: Tell me as many words as you can that rhyme with the word eat.
If a child lacks phonemic awareness, they will have difficulty learning the
relationship between letters and the sounds they represent in words, as well as
applying those letter/sound correspondences to help them "sound out" unknown
words.
So children who perform poorly on phonemic awareness tasks via oral language in
kindergarten are very likely to experience difficulties acquiring the early word
reading skills that provide the foundation for growth of reading ability throughout
elementary school.
Phonemic awareness skills can and must be directly and explicitly taught to
children who lack this awareness.
Credit : https://www. dy s-add .com/ dy sle xia. html# anchor Phonem ic What
Copyright, 2020: Brian Inouye
Informal Assessment of Phonological Awareness
Facil it ato r Notes:
1.
)
Wo rd Discrimination
2.
)
Rhyme Recog nition
3.) Rhyme Prod ucti on
4.) Sylla ble Ble nding
5.) Sylla ble Seg me ntation
Instruc tor will gi ve examples of each of the in formati on assessme nts of Phonologic al
Awarene ss.
The tasks are order ed by di ffi culty lev el. If a child has di ffi cult y on one or mor e of the
tasks, practi ce in these skill s can be provided as part of the ins truc tional program at
home or school. (Mather & Wendling, 2012 p. 87-89) .
Wo rd Discrimi nation
"I'm going to say two words, and I want you to tell me wheth er they are the same of
diff erent. For example, if I say "star, star" you would say "same" . If I say "horse, rock"
you would say "diff eren t". No w you try one: dog- tree. Addi tional words: she ep- sheep,
bir d-c ouch, hill -hal l.
Rhyme Recognition
"I am going to say three words, and I want you to tell me the two words that end the
same or rhyme. If I say, What rhymes with cat... hat or sun? You would say hat
beca use cat and hat end the same or rhyme. Now you do one, What rhymes with fun:
hat or run? Addi tional words: bed -red or blue, mea t -milk or seat, house -horse or
mouse?
Rhyme Production
"I'm going to say two words that rhyme. Tree rhymes with see , and dog rhymes with
log. Now you do one, Tell me a word that rhymes with tree? Addi tional words: hop,
tan, back.
Syllable Blend ing
"I am going to say the parts of a word and then say the parts toge ther fast. (Pause
about½ seco nd bet we en parts). If I say Cup ... cake fast, it would be cupcake.
Sun .. shine would be sunshine. Now you do one. What is base ... ball? Addi tional
words: play-g round, book-e nd, sun- set , do wn- town.
Syllable Segme ntation
Compound Words
"I'm going to use these bl ocks (chips) to break a word in to parts. Cupcak e has two
parts. Push forward one block for eac h part as you say it. Then point to eac h block
and say: This block is cup and this one is cake. Push the blocks bac k into a group.
Now you do one. Use the clo cks to tell and show me the two parts of football.
Addi tional words: mea t-b all, rain -d rop, billb oard.
Syllables
The word doc tor has two parts. Push fo rward one block as you say eac h part. This
first block is /doc/, and this ne xt one is /tor/. Now you do one. Use the bl ocks to tell
and show me the word paper . Addi tional words: win- do w, can-d ie, tur - tle.
Credit:
(Mather & Wendling, 2012 p. 87-89) .
Copyright, 2020: Brian Inouye
Informal Assessment of Phonological Awareness
Facil it ato r Notes:
6.
)
Sy lla ble Deletion
7.
)
Phoneme Recog nition
8.
)
Phoneme Blending
g.
)
Phoneme Seg mentation
10.
)
Phoneme Deletion
Instruc tor will gi ve examples of each of the in formati on assessme nts of Phonologic al
Awarene ss.
The tasks are order ed by di ffi culty lev el. If a child has di ffi cult y on one or mor e of the
tasks, practi ce in these skill s can be provided as part of the ins truc tional program at
home or school. (Mather & Wendling, 2012 p. 87-89) .
Syllable Deleti on
Compound Words
"I'm going to say a word and lea ve off one part. If I say toothbrush .... but don' t say
tooth, it would be brush. Now you do one. Say the word gold fish (Pause for a
response) Now say the word gold fish by don' t say fish. Addi tional words: pan- cake,
star-f ish , hair -cut.
Syllables
The words pencil has two parts. The first part is /pen/ and the sec ond part is /cil / If I
say penc il. .. but don't say /cil /, it would be pen. Now you do one. Say the word candle.
Now say the word candle but don' t say /die /. Addi tional words: funny, el bow, garden .
Phon eme Recognition
I'm going to say a word and then ask you to tell me another word that starts with the
same sound . If I say what starts lik e the word "bat", you could say boy or bik e or boat
beca use all of the words start with the /b/ sound. Tell me a word that starts lik e the
word "cat". Addi ti onal words: mah, gir l, toy.
Phon eme Ble nding
Now I'm going to say the sounds of a word slowly and then sua the word. Pro nounce
eac h phoneme as it sounds in the word and pause about one second bet ween the
sounds. Lis ten: Isl .. .fol .. .Ip/ is soap. Now you do one. What is /b/ .. .le/? Addi ti onal
words: me, take, find, sport.
Phon eme Segme ntation
I'm going to use the clo cks (chips) to show you all of the sounds in a word. The word
time would be It/ Iii Im/. IPush a block fo rward as you say each sound. Now you do
one. Show me the sounds in the word toe . Addi ti onal words: he, tern, slip, gr een.
Phon eme Deleti on
I'm going to say a word and lea ve off one sund. If I say seat but don' t say /s/, it would
be eat. If I say past but don' t say It/, it would be pass. Now you do one. Say sat but
don' t say Isl. Addi tional words: tan without It/, mak e without /k/, char t without /ch/.
Credit:
(Mather & Wendling, 2012 p. 87-89) .
Copyright, 2020: Brian Inouye
I Practice and Feedback:
You have a student who is struggling with
phonological awareness tasks. What informal
assessment tool would you use to measure her:
-
Rhyming abilities
-
Blending abilities
-
Segmenting abilities
-
Phoneme Substitution
Facil it ato r Notes:
Instruc tor will dir ec t the partici pants to their PJ with the synopsis of a struggling
reader . Working in table groups, the participa nts will mak e a plan and de term ine
whic h in formal assessment mea sureme nts they would uti lize to mea sure the gi ven
areas of we aknesses iden tif ied .
Copyright, 2020: Brian Inouye
I Reflec ting on your students ...
Take some time now to remember the student(s) you
identifie d in the previous unit from your classroom who
you now suspect may have been/is dyslexic.
Write down in your PJ how you would utilize the
informal assessments of phonological awareness to
measure areas of strength and weakness for that
student.
Facilitator Notes:
Instructor will allow time for participants to reflect on past/current students that were
in the participant's classroom who may have had dyslexia.
Participants will complete the reflective journal entry in their notebooks. The focus of
this journal entry will have the learners reflect and make notations of real students in
their classroom who they can identify - that show warning signs of dyslexia.
Retention and Transfer :
The instructor will ask learners to come up with a specific goal or two that they will
strive for in applying the new knowledge they have gained in this lesson - specifically
in utilizing informal measures of phonological awareness to find areas of strength and
weakness in their students.
Copyright, 2020: Brian Inouye
I Big Ideas ...
•
Phonemic Awareness is highly related to reading
achievement and can cause reading failure.
•
Phonemic Awareness training reduces reduces reading
failure and provides long lasting benefit s.
•
Phonemic Awareness skill development happens
sequentially from rhyming to manipulation of phonemes.
Facil it ato r Notes:
Ins tructor asks learners to descri be three big ideas from the unit and why each
is important and relevant to working with and understanding students with
dyslexia.
Ins tructor will review the big ideas from this unit on the slide afte r the
participants have had time to discuss their identified Big Ideas .
Copyright, 2020: Brian Inouye
!Advance Organizer ...
Facilitator Notes:
Next
Steps
Instructor "previews" next unit by drawing connections between understanding
dyslexia assessments and how that knowledge will allow the learners to be able to
know, understand, and identify the gaps in a student's reading levels.
Participants write notes to prepare themselves for the upcoming unit.
Copyright, 2020: Brian Inouye
Facil it ator's Notes:
In this third unit, learners will increase their knowledge of using assessment results to
identify gaps in knowledge and cognitive reading skills of struggling students. Prior
knowledge from unit one and two will be critical for the learners to access as they
learn how to analyze the results of assessment instruments and identify specific gaps in
their student's cognitive skill development used in reading. The focus of this unit will
be at the point where speech sounds and the print on the paper that represents those
sounds comes together: phoneme-grapheme pairing. Appropriate breaks should be
given during the presentation of this unit.
Copyright, 2020: Brian Inouye
IAgenda l
Discuss Identific ation of Reading Gaps
Less on Objectives:
-
Know what cognitive ski lls, academic ski ll s, orthography means.
-
Know what effi cient and accurate reading of orthography looks li ke.
-
Be able to generate a list that defi nes: cognitive and academic
found ational reading ski ll s.
-
Be able to create a visual graphic table that summar izes the academic
found ational reading ski ll s gaps of a str uggling reader.
Facilitator Notes:
After welcoming participants, the instructor will review the agenda for this third Unit
and what the lesson objectives are.
Copyright, 2020: Brian Inouye
Reasons for Learning
Benefit s
Risks Avoided
Facilitator's Notes:
Using visual cues through PowerPoint, the instructor states the reasons for learning the
material and the risk avoided. Key points will be stated aloud while others will be
bullet points on screen. Instructor will ask participants to personalize the reasons and
risks avoided.
Benefits : Participants will be able to more thoroughly understand and give examples
of cognitive skills, academic skills, and orthography. They will be able to identify
good orthographic processing and see when a student is demonstrating a gap in that
skill.
Risks avoided : Participants will avoid misunderstanding and identif ying what
cognitive reading skills, academic skills, and orthographic skills are. They will avoid
not identif ying a struggling reader.
Copyright, 2020: Brian Inouye
IA recap ...
-
Phonemic Awareness is highly related to reading
achievement and can cause reading failure.
-
Phonemic Awareness trainin g reduces reduces reading
failure and provides long lasting benefit s.
-
Phonemic Awareness skill development happens
sequentiall y from rhyming to manipulation of phonemes.
Facilitator Notes:
Instructor will review the big ideas from the previous lesson:
There are specific assessments that should be used when measuring
phonological processing skills of students.
Identifying the foundational skill( s) that a student is missing is key for filling in
the gaps of knowledge for that student.
Instructor will foreshadow the big ideas coming from this lesson - that once the
assessments are administered, interpreting the results accurately to find the skills gaps
is a crucial next step before a teacher can develop an intervention plan. Instructor will
briefly describe the activities that will reinforce the new skill development of the
participants.
Copyright, 2020: Brian Inouye
Facil it ato r Notes:
After opening remarks, instructor will ask if the learners have ever had a "gap" in their
knowledge. Instructor will ask for an example from the group. Instructor will
describe a time when they had a gap in their knowledge. "I once was so lost I would
have taken directions from anyone. Even from this guy." YouTube clip will be shown
of a young person giving directions: https:/ /www .y outube.com/watch?v
=
2f7NdsktieA
Copyright, 2020: Brian Inouye
I Letters , Phonemes, Graphemes
How many letters in the alphabet? 26
How many speech sounds? 44
How many graphemes?
250
Facil it ato r Notes:
Instruc tor will revie w the cont ents of the slide. Drawing the partici pant's atte ntion to
the quantit y of sounds that are in volved in our English speaking syste m and how
those sounds are represented on the page.
Instruc tor will ask the questi ons and then will "cli ck" the slide to reve al the answer .
Copyright, 2020: Brian Inouye
I
The Al phabetic Pri nciple I
The systemic use of alphabetic letters to
represent speech sounds
-
how speech
sounds are represented in print.
Phoneme
If/
Facil it ato r Notes:
Grapheme
-- -►
Instruc tor will present the in forma tion on the slide. Transit ioning to di scussion on how
the phone mes of speech are represe nted on the page in writ te n form -the basis of
Orthog raphy.
Copyright, 2020: Brian Inouye
What are the five ways to spell
the speech sound /fl?
1.
2.
3,
4,
f
ff
ph
If
s. g h
Facil it ato r Notes:
Instruc tor will in vit e the participa nts to see if they can de term ine the five ways of
wri ting the speech sound If/. Instruc tor will gi ve participa nts one to two min utes to jot
do wn the ir answe rs and then the ins truc tor will reve al each answer by cl ic king the
slide.
Copyright, 2020: Brian Inouye
�
Bounc vowel sounds
a e i 0 u ay ee igh ow
Facil it ator's Notes:
Instruc tor will dir ec t the partici pants to the PJ and the phone me-gr apheme char t of 44
graphemes.
The sounds that we hear (Phoneme s) can ofte n be writ te n (Grapheme ) in a numb er
of di ffe rent ways . Many of the graphemes we use do not mak e obvious sense
especi ally to dev eloping reader s or write rs. The phoneme /grapheme code is a way of
helping reader s and speller s to quantif y the numb er of possible ways of represe nti ng
a parti cular sound. For example if the speller wants to write the word graph, wri ting
the g -r -a is not a problem but the reader ma y rememb er that graph is not writ te n
with the usual If/ grapheme but can't rememb er how the grapheme was formed . Gh is
NOT an obvious combi nation for the If/ sound but when the per son look s at the
phoneme /grapheme cod e, it narrows the many combina tions of le tte rs to just the ones
mo st commonl y used .
This help s to build up the memor y of the writ te n cod e.
Engl ish is a patchwork of langua ges and this brings with it suc h a variety of
graphemes. Words from other langua ges ty pically carry the ir spellin g patte rns in to
English. So, for example, the spellin g "ch" represe nts diff er ent sounds in words dr awn
from Germanic (cheap, rich , such) , Greek (chemis t, anchor , echo) and French (chef,
brochure, parachute) . These char ts do not try to include eve ry possible grapheme that
a reader /write r ma y enc ounter but they do in cl ude the mo st lik ely ones.
Having Code Charts available for pupils to use when reading (decod ing) and writi ng
(enc odin g) can be a very use ful tool.
Copyright, 2020: Brian Inouye
''
"What develops alon g with phonolo gy is orthography,
and in skilled reading, orthographic repres entations
take on an increased role "
(Perfett i, 2011 p. 167)
Facil it ato r Notes:
Orthographic awarene ss is awarene ss of how print works and how it look s -the visual
represe ntation of langua ge )the le tte rs and le tte r patte rns that are used to represent
the words in print). In add iti on to le tte rs and words, orthog raphy , also inc ludes
num erals and punc tuati on mar ks. (Mather & Wendling, 2012 p. 95).
Copyright, 2020: Brian Inouye
I Other Cognitive Processes ...
- Processing Speed
- Rapid Automatized Naming (RAN)
Facil it ato r Notes:
Instruc tor will revie w the two ty pes of cog nitive process ing that are in volved in reading
with the parti ci pants. Participa nts will take notes in their PJ.
"Process ing speed tasks may measur e speed of inp ut or per ce pti on, speed of output,
or speed of in teg rati ng per ce ptual, cogni tive , and output processes . Automa ticit y of
word recogni tion and reading rate appear to be im pac ted vy an indi vidual's cog nitive
process in g speed" (Mather & Wendling, 2012 , p. 91 ).
"Rapid Automa tized Naming, (RAN) is the abil ity to name famili ar ob jec ts or symbols.
In RA N tasks childr en are presented with fami liar ob jec ts, words, le tte rs, or colors,
and asked to name the ob jec ts they see as quickly as they can. Rapid naming has
been connec ted to reading accu racy, reading speed , and reading compr ehen sion . In
Kinder gar te n and Fir st grade, early naming speed de ficits are good pred ic tors of
stude nts who will struggle with reading fluenc y la te r in school (Wolf, 2007) " (Mather &
Wendling, 2012 , p. 89).
"Both RA N tasks and reading tasks requir e in teg rati ng visual- verbal in form ation with in
an elemen t of time or speed . The sm ooth in teg rati on of the contributi ons from visual
(orthogr aphic symb ols), verbal (phonologic al labels and sounds) , and attenti onal
(conscious effo rt) syste ms is esse ntial for reading (Neuhaus & Swank, 2002) " (Mather
& Wendling, 2012 , p. 89).
Copyright, 2020: Brian Inouye
I infor mal Measures of RAN: I
□
d s a
p
0 s
p
d a 0
Facil it ato r Notes:
Instruc tor will revie w three in formal methods of measur ing RA N in studen ts. These
it ems can be easily created by the te acher s thems el ves.
Color Naming
Using four or five color s known by the child, present either a series of bl ocks or a
color char t using those known color s arranged in random order , Releap the series of
random color s so ther e is a total of 50 it ms. Ask the child to name the color s as
quic kly as he can. The time it takes to comp le te the task can be recorded and
comp ared to the per formanc e of other childr en in the classr oom. (Mather & Wendling,
2012 p. 93) .
Ob ject Naming
Using 5-1 0 ob jec ts or pic tures of ob jec ts, known by the child, present a series of
these ob jec ts arranged in random order . Repeat the series of random ob jec ts so ther e
is a total of 50. Ask the child to name the ob jec ts as quic kly as she can. The time it
takes to comp le te the task can be recorded and comp ared to the per formanc e of
other clas sma tes . (Mather & Wendling, 2012 p. 93) .
Let ter Naming
Using 10 -20 le tte rs, known by the child, present a series of these le tte rs arranged in
random order . Repeat the series of random le tte rs so ther e is a total of 50. Ask the
child to name the le tte rs as quic kly as he can. The time it takes to comple te the task
can be recorded and comp ared to the per formanc e of other grade peer s. (Mather &
Wendling, 2012 p. 93) .
Credit:
Objec ts ima ges from:
https://www.researchgate .net/fig ure/Exa mpl e-of -a-ca rd-us ed-d uring-a n-o bject -namin g
-sc an-N ote-t hat-d uring-t he- experiment fig 1 248390950
Lette rs ima ges from:
https://www.researchgate .net/f igu re/Rapid-aut oma tize d-nami ng- RAN-l ette rs-sti mulu s
card-in- the-sam e-f orma t- used-b y-Denc kla fig 1 51568470
Copyright, 2020: Brian Inouye
I Orthographic Awareness Assessment
-Writing Name
-Writing the Alp ha bet
-Recog nizing Letters
-Recog nizing Wo rds
-Wo rd Pa irs and Homophone s
-Em bedded Wo rds
-Read or Spel l Irreg ul ar Wo rds
Facil it ato r Notes:
Instruc tor will revie w the in formal measur es of Orthog raphic Awareness and
participa nts will take notes in the ir PJ.
Writing Name -Ask the child to write her first and last names. If the child is young,
ask for just the first name.
Writing the Alphabet -Ask the child to write the le tte rs of the alphab et in order .
Recognize Let ters -Present writ te n le tte rs and ask the child to tell you the le tte r
name. This can be done using lo we r-or upper -case le tte rs. Make a page with le tte rs
that are simil ar in visual appear anc e (e.g. b and d, n and u, p and q). Ask the child to
name the le tte rs an count the numb er that are made.
Recogni zing Words - Present a writ te n sent enc e and ask the child to find a word, any
word, and cir cle it. This illu strates if the child has the conc ep t of a pri nted word.
Exte nt the activit y by asking the child to cir cle a specif ic word.
Word Pa irs and Homophones -Present writ te n word pair s representi ng the same
word. One of the words in the pair whousl be spelle d correct ly and the other should
be mi sspel led by represent the way the word sounds. For example, talk /tawk,
blak /black, bote/b oat, salmon /sammon, belea ve/be li eve . Say the word aloud , and ask
the child to iden tif y whic h spellin g of the word is correct . This can also be done using
homop hones (words that sound the same but have diff er ent meanings ) . Present
writ te n homophon es and ask questi ons rela ted to the word pair s. For example, write
the words mea t and me et . Ask the child, "Which one can be eaten?" Write the words
two and too. Ask the child, "Whi ch one is a num ber ?" Write the words see and sea,
Ask the child, "Whic h one has wate r?"
Embed de d Words -Present writ te n words em bedded in a stri ng of le tte rs. For
example, write "dmblu ec st" or "xfthou sewl m". Ask the child to find the word that is
hi dden in the le tte r stri ng.
Read or Spell Irregular Words -Ide ntif y a li st of age-a ppropriate words that conta in an
ir reg ular elemen t (e.g. they, said , once, ocea n, yacht) and ask the student to read the
words or dic tate the words for the student to spell.
(Mather & Wendling, 2012 , p. 113 -1 14 )
Copyright, 2020: Brian Inouye
Charting Phonological Awareness
Charting Rapid Automatized Naming
(RAN)
Facil it ato r Notes:
Instruc tor will revie w with the participa nts the char ting tool that is found in the
Parti cipant Journal (PJ). The ins truc tor will gi ve examples of the trials of a student
whose Phonolo gic al Awareness and RA N skill s we re mea sured . The ins truc tor will
show how to track the trials that wer e admin ister ed . Then, the ins truc tor will gi ve
some examp les for the participa nts to comple te on the ir own -allo wing the ins truc tor
to gi ve them practice as well as feed back on how the partici pants are doing .
Copyright, 2020: Brian Inouye
I Big Ideas... I
•
Measuring phonological awareness skills is of struggling
readers is critical for determining areas of strength and
weakness.
•
Measuring RAN skills of struggling readers will help determine if
students will strugg le with orthog raphy and fluenc y.
•
Data tracking for how struggling readers are prog ressing in thei r
phonological awareness development will help teachers to
develop appropriate interventions.
Facil it ato r Notes:
Ins tructor asks participants to descri be three big ideas from the unit and why
each is important and relevant to working with and understanding st udents
with dyslexia.
Ins tructor will review the big ideas from this unit on the slide afte r the
participants have had time to discuss their identified Big Ideas .
Copyright, 2020: Brian Inouye
!Advance Organizer ... I
Measurements
Facilitator Notes:
Next
Steps
Instructor "previews" next unit by drawing connections between understanding and
identifying gaps in specific cognitive and academic reading skills and how that
knowledge will allow the learners to be able to know , understand, and identify which
specific interventions to design for that individual student.
Participants write notes to prepare themselves for the upcoming unit.
Copyright, 2020: Brian Inouye
Facil it ator's Notes:
In this fourth unit, learners will increase their knowledge of developing specific
reading interventions utilizing Orton-Gillingham (O.G.) based strategies by pairing the
identified cognitive reading skills gaps with eff ective interventions for that particular
skill. Prior knowledge from units one through three will be critical for the learners to
access as they develop these new instructional intervention strategies. Appropriate
breaks should be given during the presentation of this unit.
Copyright, 2020: Brian Inouye
!Agenda I
Discuss Identific ation of Reading Gaps
Lesson Objectives:
- Know what pre-standard reading skills are and what reading weaknesses
means.
- Know what multisensory reading instruction (such as Orton-Gillingham)
means.
- Know what create a lesson plan means.
- Be able to create a specific intervention lesson plan addressing a student's
knowledge/ability deficit s in pre-standard reading ski lls utilizing
multisensory strategies such as those used in Orton-Gillingham
methodology.
Facilitator Notes:
After welcoming participants, the instructor will review the agenda for this fourth unit
and what the lesson objectives are.
Copyright, 2020: Brian Inouye
Reasons for Learning
Benefit s
Risks Avoided
Facilitator's Notes:
Using visual cues through PowerPoint, the instructor states the reasons for learning the
material and the risk avoided. Key points will be stated aloud while others will be
bullet points on screen. Instructor will ask participants to personalize the reasons and
risks avoided.
Benefits : Participants will be able to create a specific intervention plan addressing the
needs of a struggling reader in their classroom.
Risks avoided : Participants will avoid creating an intervention for skills that do not
need additional support, or miss opportunities to give needed interventions for
struggling readers.
Copyright, 2020: Brian Inouye
IA recap ...
-
Accurately anal yzing assessment results looking for
gaps in skill acquisition is criticall y important.
-
Phonological Awareness skills are critical to have before
students are exposed to grapheme.
-
Creating a table visualizing the areas of strength and
areas of challenge will help facilitate crafting eff ective
interventions.
Facilitator Notes:
Instructor will review the big ideas from the previous lesson:
Accurately analyzing assessment results looking for gaps in skill acquisition is
critically important.
Phonological Awareness skills are critical to have before students are exposed
to grapheme.
Creating a table visualizing the areas of strength and areas of challenge will
help facilitate crafting eff ective interventions.
Instructor will foreshadow the big ideas coming from this lesson - that once the
cognitive reading skill gaps are identified and visually documented, the development
of an eff ective intervention plan will follow.
Instructor will preview the activities that the learners will engage in to reinforce the
new knowledge and skills of creating multi-sensory reading interventions for
struggling students.
Copyright, 2020: Brian Inouye
What does "multi-sensory" instruction mean to you?
Facil it ato r Notes:
WHAT IS MULTISENSORY
··-:? �,
INSTRUCTION?
After welcoming and opening remarks, the instructor will ask if any of the learners
have heard of the term multi-sensory instruction. Instructor will ask for one or two
examples. Instructor will then show the Youtube clip.
Credit :
Video: Retrieved from https://www.y outube.com/watch?v
=
4uMraFJ0piE
Copyright, 2020: Brian Inouye
I Summary of NRP Findings on PA
-
Many st udents benefit fro m phonological awareness (PA) training.
-
Individual children diff er in the amount of training time needed.
-
Small group ins truction is most eff ective.
-
Eff ective training time varies fro m 5 to 18 hours of total ins tructional time.
-
Ten minutes a few times wee kly is ofte n a suffici ent amount of time to spend
on PA activities.
-
The most eff ective programs teach child ren how to seg ment phonemes in
wo rds with lette rs.
-
PA training is more eff ective fo r improving the spe lli ng of younger rather than
older stu dents with dys lexia.
Mather & Wendling. 2012. p.1
3
7
Facil it ato r Notes:
Instruc tor will revie w the summar y of findi ngs on phonolo gic al awarene ss (PA) by the
Nati onal Reading Panel (2000) .
Instruc tor will revie w the finding in resear ch that as a gener al prin ci ple when teach ing
phonolo gic al awareness, stude nts mu st mo ve from easier tasks, such as rhym ing, to
mor e comp le x tasks, suc h as blend ing, seg menti ng, and manipu lating phone mes
(Anthony & Francis, 2005; Chad & Dickson, 1999) .
Copyright, 2020: Brian Inouye
''
"The two most important phonological awaren ess abilities
for rea ding and spel ling are blending and segm entation "
(Ehri, 2006)
Facil it ato r Notes:
Instruc tor will revie w the quote from Ehr i referenc ed by Mather & Wendling (201 2).
As a way to revie w previous concep ts di scussed , the ins truc tor will ask participa nts to
gi ve def ini tions of the words:
"Blending"
"Seg men tation"
"Phoneme s"
"Grapheme s"
"Phonologic al Awareness"
Copyright, 2020: Brian Inouye
Reading Spelling Development - A Review
Stages of Decoding / Enc oding Development
Prealphabetic : Prephonetic
Partial alphabetic : Semi-phonetic
Full alphabetic: Phonetic
Consolidated: Transitional
(orthography)
Fluency : Conventional
Facil it ato r Notes:
Instruc tor will revie w the in formati on from Uni t 2 di scussing the dev elopmen tal phases
for reading and spel ling. Instruc tor will preface the ne xt slide by stating that the
follo wing will be a proced ure for working with stude nts who are currently at the
pre-a lphab etic dev elopmen tal phase.
Copyright, 2020: Brian Inouye
A little practice ...
What stage of encoding are
these students?
Facil it ato r Notes:
a cde f h
dl jkl � no P
q s 1tuvw
YZ
Prephonetic
Semi phonetic
Phonetic
Traditional
Conventional
Instruc tor will set -up the practi ce of ide ntif ying which dev elopmen tal stage of spellin g
are the stude nts samples that are present ed . Instruc tor will ask participa nts to turn to
page 40 in the PJ to revie w the student samples. Participa nts may work in table
groups.
Copyright, 2020: Brian Inouye
Adapted Elkonin Procedure
(Pre
-
Alphabetic)
1. Se lect a simple line drawing. a
2. Place a rectangle for a word under the drawing divided into
squares equal to number of phonemes. I��
3
. Say the word slowly and push a marker forward for each
sound.
I• l•l•I
4
. Color
-
code markers for vowels and consonants .
.... I _ • __._I ____.IL.- • ____.I
5
. Prog ress to letter tiles.
Facil it ato r Notes:
le 1a I t I
Instruc tor will revie w with the participa nts the Elk onin proced ure for teach ing
pre-a lphab etic stude nts sound- symbol correspondenc e. Instruc tor will referenc e the
participa nts to their PJ for examp les of Elk onin boxes that they can use.
Instruc tor will pass out chip s that the participa nts will use to practi ce with each other
in admin ist ering the Elk onin proced ure with each other . The follo wing words may be
provided or participa nts may use the ir own: dog , hat, rat, mat.
Credit s:
Clip art: https://www.shutte rstock.com/ sear ch/ cat+li ne+dr awin g
Copyright, 2020: Brian Inouye
!
Teaching Blending
1. Begin with continuous speech sounds that can be sustained, such as
/s/ and Im/.
2. Progress from words with two speech sounds to th ree, and then to four
(e.g. me, tree, treat).
3
. Gradually increase the length of the pause between the sounds from a
one-four th second pause to a half-second pause, to a full second
pause.
4. Demonstrate, model, and practice the process with written words that
have regular phoneme-grapheme correspondenc e.
Facil it ato r Notes:
Instruc tor will revie w the process for teach ing blending skills. Participa nts will take
notes in the PJ.
Copyright, 2020: Brian Inouye
I Te aching Seg mentation
1. Use manipulatives, such as ti les or blocks, to push apart the sounds.
2. Start with compound words with two parts (e.g. raincoat) and then progress
to words with two, then three syllables.
3
. Break one-syllable words into onsets (consonants befo re the vowel) and
rimes (the vowel and ending consonants; e.g. pl-ay)
4. At the phoneme level. Progress from words with two speech sounds, to
three, and then to four. Practice breaking apart the phonemes in words with
regular phoneme-grapheme correspondenc e, where each speech sounds
matches the most common grapheme for that spelling.
Facil it ato r Notes:
Instruc tor will revie w the process for teach ing seg men tation skills. Parti cipa nts will
take notes in the PJ.
Copyright, 2020: Brian Inouye
I Phoneme-Grapheme Mappi ng
-
Beg in with reg ular wo rds wher e the number of phoneme s
eq uals the number of graphe mes.
-
Introduce blends
-
Introduce digraphs (writte n in one box)
-
Introduce sil ent lette rs (e .g ., v
-
c
-
e, mb)
-
Introduce vowe l digraphs (e .g ., oa , ee)
Facil it ato r Notes:
Instruc tor will in troduc e a strategy dev elop ed by Kathi Grace , Cambium Sopris West:
Phoneme -Gr apheme Mapping .
Copyright, 2020: Brian Inouye
I Phoneme-Grapheme Mappi ng
.. .. .,. .. _., ____ ,
- . -
-
What do you hear?
Phoneme Grapheme l""lapping
Sample Words
s C r ee n screen
s m e I II smell
..
'
'
-
What do you write?
ch ol ce ' cho � 1
-
One chip = One sound
Facil it ato r Notes:
m
qu
9
th
w
m
. ---
I
a
r
u
I
I
X
k •
I I
a ph
mb
n d
d I n
-
--+-- fix
make
t quilt
9raph
thumb
OW window
_
_
lqh t mldnlqht
-
Instruc tor will revie w the process that stude nts will go through in comp le ting a
Phoneme -Gr apheme mapping of a word. This strate gy inc orporates writi ng.
Copyright, 2020: Brian Inouye
.I
I Orton-Gil li ng ham Sequenc e I
1. The chil d is shown a lette r and re peat s it's name afte r the
te acher .
2. The te acher demon strates ho w to fo rm the lette r and the
chil d traces ove r the model. The chil d then co pie s the lette r,
and then writ es the lette r fro m memor y.
3. Each phonic unit is prese nt on individual ca rds with
co nsonant lette rs on whit e ca rds and vowe l lette rs on
sa lmon
-
co lored ca rds. The so und is introd uced with a
key
-
wo rd. The student re peat s the key wo rd be fo re
prov iding the so und (e .g ., a ... appl e .. ./a/).
Facil it ato r Notes:
Instruc tor will revie w the sequenc e of the Orton-G illin gham Sequenc e of phonic s
ins truc ti on. Parti cipa nts will take notes in their PJ.
Copyright, 2020: Brian Inouye
I Orton-Gil li ng ham Sequenc e I
4. The letter sounds are taught in groups as rapidly as they can be learned.
The fir st letters are: a(short sound as in cat), b, f, h, j, k, m, p, t.
5. After the names and sounds are learned, blending is introduced, A
consonant are presented and the student provides the sounds rapidly unti l
he or she can produce the whole word.
6. The teacher then pronounces a word slowly and separates the sounds. The
teacher then asks the child to:
- Repeat the word
- Name the letters
- Write the word while naming each sound, and then
- Read back the word.
Facil it ato r Notes:
Instruc tor will revie w the sequenc e of the Orton-G illin gham Sequenc e of phonic s
ins truc ti on. Parti cipa nts will take notes in their PJ.
Copyright, 2020: Brian Inouye
I Orton-Gil li ng ham Sequenc e I
?. Once maste r is assured , additional so unds are introd uced , The
manual prov ides the fo llowing seq uence:
g (go) , o, initial rand l. n, th (this), u, ch, e, s, sh, d, w, wh, y, v, z
8. Cons onant blends are introduced and then the fo llo wing sounds:
qu, x, y, ph, s, and z.
g. The long sounds of all vowe ls are introd uced and the vowe l
co nso na nts
-
e spe lling pa ttern (e .g ., a
-
e, safe) .
10. The student practices re ading mater ial that has a controlled
voca bulary (de
-
codea ble text) to practice this alphab et ic appr oach
to wo rds.
Facil it ato r Notes:
Instruc tor will revie w the sequenc e of the Orton-G illin gham Sequenc e of phonic s
ins truc ti on. Parti cipa nts will take notes in their PJ.
Copyright, 2020: Brian Inouye
I Phon ics Instruction Sequenc e
-
Beg in with so unds, no t lette rs
-
Te ach short vowe l so unds before long so unds.
-
Te ach a few co nso na nts and one or two short vowe ls and
then make wo rds.
-
Te ach continuous co nsona nts fir st (f, l, m, n, r, and s).
-
Use a seq uenc e in which the mo st wo rds ca n be
gener ated
-
Prog ress fro m simpl e to more co mplex so unds
Sour ce: Blevins, W. (2006). Phonics from A to Z A Practical Guide (2nd ed.J .. Ne w Yo rk,
NY:Schol astic.
Facil it ato r Notes:
Instruc tor will revie w this recommended sequenc e of phonic s ins truc tion sequenc e.
Rei nforci ng the im portanc e of dev eloping stude nt's PA and working with the speech
sounds with in words befo re in troducing orthog raphy (graphe mes) .
Copyright, 2020: Brian Inouye
Scope and Sequence of Phonic Reading Lessons
-
Unit I:
-
Unit II:
-
Unit Ill:
-
Unit IV:
-
Unit V:
-
Unit VI:
-
Unit VII:
-
Unit VIII:
-
Unit IX:
-
Unit X:
Short vowe ls . eve words
CVCe and consonant digraphs
Consonant blends and digraphs
R
-
controlled vowe ls , vowe l digraphs
Common wo rd endings and spelli ng ru les
Alternative pronunciations and spe lli ngs
Prefix es
Suffix es
Latin roots
Greek roots
Source: Academic Ther ap y Publ ication - www.Aca dem icTher ap y.com
Facil it ato r Notes:
Instruc tor will revie w the above recommended scope and sequenc e for phonic s
ins truc ti on. Parti cipa nts will take notes in their PJ.
Copyright, 2020: Brian Inouye
I Developing an Intervention
I
Glass Anal�sis Method: Stees in Glass Practic e:
- Identify the whole word
Anal�sis Method:
Your turn to practice.
and the letters and sound
1. The word is "carpente r".
With an elbow partner,
of the target cluster.
2. What let ters make the
divide up the fol lowing
- Give the sound(s) and ask
/e r/ sound? The /a r/
words and go over the
sound? The /car/
for the letter or letters.
sound?
5 steps of the Glass
- Give the letter or letters
3. What sound or sounds
Analysis Method.
and ask for the sound(s).
do the lette rs "ar"
WORDS:
make? "ter"? "En"?
- Take away letters and ask
4. Say carpenter without
Thumbtack, Pigtail,
for the remaining sound.
the /cl sound. Say
- Say the whole word.
carpenter without the
Popcorn, Grasshopper,
/te r/ sound.
Hallway, Backpack
5. The word is "carpenter"
Facil it ato r Notes:
Instruc tor will revie w the Glass Analysis Method including the ste ps in volved (first
column ) an example of the ste ps using the word "carpent er " (sec ond column ) and
then dir ec ti ons for the participa nts to practic e using this in te rventi on strategy with
each other .
Copyright, 2020: Brian Inouye
Further practice developing interventions
Profi le :
-
Student is in First grade.
-
Student is able to identify &
write all lette rs of the
alphabet.
-
Student is able to blend
C
-
V
-
C phonemes together
when present ed orally.
-
Student has difficul ty with
spel ling wo rds.
Facil it ato r Notes:
Wha t wo uld yo u do?
1) Identify which skill is missing
2) Identify which strategy you would
use to teach the missing skill.
3)
Given the fol lowing words, write out
the sequence of intervention you
would use for three words.
Wo rds: cat. hat. mat. rat. bat
Instruc tor will present the scenar io of the gi ven student profile. Instruc tor will remin d
participa nts of the previous strateg ies that we re di scussed (Elk onin me thod , Glass
Method , O-G Metho d). Instructor will gi ve dir ec tions tha t participa nts ma y work in
table groups to craft the in ter venti on lesson plan for the words that are selec ted .
Parti cipa nts will be dir ec ted to their PJ to uti lize spac e ther e to craft their in te rvention
le sson.
Copyright, 2020: Brian Inouye
I Authentic Assessment...
-
Reflect on the student that you currently have in your
class room who is struggling with read ing.
-
Identif y one intervention strategy that you would utilize to
remediate the identifi ed skills gap.
-
What goal will you set to encourage yourse lf to continue to
utilize these new instructional skills you have acquired?
Facil it ato r Notes:
Instruc tor will ask participa nts to take some time to engage in authentic assessment
activiti es.
Retention and Transfer:
The instructor will ask participants to come up with a specific goal or two that they
will strive for in applying the new knowledge they have gained in this lesson -
specifically in identifying O.G. reading intervention to close a reading skills gap.
Copyright, 2020: Brian Inouye
I Big Ideas... I
• Di rect multi-sensor y intervention instruction of
phonological awareness skills for struggling readers has
been shown to sig nific antly improve reading outcomes.
• Intervention strategies such as Elkonin Method ,
Phoneme-Grapheme Mapping , Orton- Gillingham Method ,
and Glass Analysis Method are eff ective evidenced based
strategies for improving decoding and encoding skills of
students.
Facil it ato r Notes:
Instructor asks participants to describe some big ideas from the unit and why each is
important and relevant to working with and understanding students with dyslexia.
Instructor will review the big ideas from this unit on the slide after the participants
have had time to discuss their identified Big Ideas.
Copyright, 2020: Brian Inouye
!Advance Organizer ... I
Measurements
Facilitator Notes:
Instructor "previews" next unit by drawing connections between identifying O.G.
based interventions for gaps in specific cognitive and academic reading skills and how
to track and monitor progress.
Participants write notes to prepare themselves for the upcoming unit.
Copyright, 2020: Brian Inouye
Facil it ator's Notes:
In this fifth unit, participants will increase their knowledge of developing data tracking
systems to monitor the eff ectiveness of the interventions that have been implemented.
Prior knowledge from units one through four will be critical for the participants to
access as they develop these new intervention data tracking and analysis skills.
Appropriate breaks should be given during the presentation of this unit.
Copyright, 2020: Brian Inouye
!Agenda I
Discuss Monitoring eff ectiveness of Interventions
Less on Objectives:
-
Know what monitoring syste m and track eff ectiveness means.
-
Know when to uti lize this monitoring syst em.
-
Be able to generate a set of data criteria based on specific reading ski ll s that
are being remediated.
-
Be able to create the monitoring syste m utilizing preferred medium
(paper and pencil vs . computer sof twa re) .
Facilitator Notes:
After welcoming participants, the instructor will review the agenda for this fifth unit
and what the lesson objectives are.
Copyright, 2020: Brian Inouye
Reasons for Learning
Benefit s
Risks Avoided
Facilitator's Notes:
Using visual cues through PowerPoint, the instructor states the reasons for learning the
material and the risk avoided. Key points will be stated aloud while others will be
bullet points on screen. Instructor will ask participants to personalize the reasons and
risks avoided.
Benefits : Participants will be able to create a monitoring system to track the
eff ectiveness of the intervention plan that was developed for the struggling reader in
their classroom.
Risks avoided : Participants will avoid being unaware as to the eff ectiveness of the
intervention plan. Additionally, they will avoid not being informed as to what would
be an appropriate next step for that student based on the level of eff ectiveness of the
intervention provided.
Copyright, 2020: Brian Inouye
IA recap ...
-
Di rect multi-sensor y intervention instruction of
phonological awareness skills for struggling readers has
been shown to sig nific antly improve reading outcomes.
-
Intervention strategies such as Elkonin Method ,
Phoneme-Grapheme Mapping , Orton- Gillingham Method ,
and Glass Analysis Method are eff ective evidenced based
strategies for improving decoding and encoding skills of
students.
Facilitator Notes:
Instructor will review the big ideas from the previous lesson:
Direct multi-sensory intervention instruction of phonological awareness skills
for struggling readers has been shown to significantly improve reading
outcomes.
Intervention strategies such as Elkonin Method, Phoneme-Grapheme Mapping,
Orton-Gillingham Method, and Glass Analysis Method are eff ective evidenced
based strategies for improving decoding and encoding skills of students.
Instructor will foreshadow the big ideas coming from this lesson - that once the
cognitive reading skill gaps are identified and visually documented, the development
of an eff ective intervention plan is created and implemented; that it is important to
track the eff ectiveness of that intervention.
Instructor will briefly review the learning activities presented in this unit - designing a
data tracking system to monitor intervention eff ectiveness.
Copyright, 2020: Brian Inouye
I What does data mean to you?
Facil it ato r Notes:
After opening remarks, the instructor will ask the participants to get into their groups
and come up with as many data types that they can think of in one minute.
Then the instructor will ask for the groups to give examples from their list.
The instructor will then show the Youtube clip.
Credit :
Video: Retrieved from: https://www .y outube.com/watch?v
=
usbud9ZFaEA
Copyright, 2020: Brian Inouye
I Monitoring syste ms for effi cacy
Facil it ato r Notes:
Instructor teaches the concept of what a monitoring system is. Discussion on defining
what eff ectiveness means within the context of reading intervention.
Discuss examples of monitoring systems that participants are currently using in
their literacy lessons.
List the types of data that they are collecting
Wo rds read per minute
Comprehension measures
Spelling lists
Sentence writing
Oral expression of content
Copyright, 2020: Brian Inouye
I What are we monitoring?
- Rapid Automatized Naming (RAN)
- Phonological Awareness Skills
- Blending
- Segmentation
- Phoneme-Grapheme Pairing
- Fluency
- Spelling
Facil it ato r Notes:
Instruc tor will ask participa nts to work in table groups to mak e a li st of the
founda tional skills that have been prese nted over the last four uni ts. Allo w
participa nts a few min utes to come up with the ir lis t in their PJ.
Instruc tor will then click the slide to reve al the li st present on the slide -dis cussion as
to how similar /diff erent the partici pant's li st is and the slide li st may be conduc ted .
Copyright, 2020: Brian Inouye
I Exampl es of RAN and PA Data Tracking
-
Informal RA N data
-
Informal Phonological Aw areness data
Facil it ato r Notes:
Instruc tor will revie w the previously prese nted in formal mea sureme nts of
RAN
PA
Instruc tor will di scuss when these can/ should be used -participa nts will take notes in
their PJ.
Copyright, 2020: Brian Inouye
Phonics Assessment
Based on the Orton-Gillingham, research-based
Phonics Learning Sequenc e
By: Jarice Butterfield, Ph.D.
Facil it ato r Notes:
Instruc tor will revie w the assessment and da ta coll ec ti on syste m for phonic s
assessment based on the Orton-G ill ingham resear ch based , Phonic s Learning
Sequenc e.
Copies of all of the assessment ma te rials including the student she et, teach er grading
she et, as well as char ts for da ta coll ec tion of the various phonic skill dev elop ment is
in cluded in the Parti cipant Journal. Addi tional ly, indi vidual ma te rials pack ets of the
comple te assessment, grading rubric, and da ta coll ec tion char t will be passed out to
the participa nts at this time. This will help the participa nts to be able to see all of the
ma te rials in the correct orie ntation (some are form atted in lands cape) .
Particip ant Jour nal: pg. 51-70
Copyright, 2020: Brian Inouye
I Data Collecti on - Practice I
First grade student:
Consonant Lette r Names: 14/21
Consonant Lette r Sounds: 6/21
Vowel Lette r Names: 3 I 5
Short Vowel Sounds: z / 5
eve Words w/ shrt vwl: 3 I 5
Consonant Digraph Words: 1 / 5
Initial Consonant Blends: 1 / 5
Facil it ato r Notes:
-
Document these findi ngs on
your data collection sheet.
-
What percentage of mastery
does the student have for
each of the assessed areas?
-
Are they ready to proceed to
the next phonics skill ?
Instruc tor will present the slide with the assessment resul ts. Instruc tor will dir ec t the
participa nts to their copies of the da ta colle ction char ti ng in order to answe r the
questi ons posed on the slide.
Copyright, 2020: Brian Inouye
Reflec tion
Facil it ato r Notes:
Authentic Assessment:
Participants will reflect on the student that they have previously identified as
potentially having dyslexia and for which they administered assessments of
foundational reading skills, found specific gaps in knowledge/cognitive skills, and
have now given specific interventions for those skills gaps.
They will then identify a data tracking system to implement when they go back into
the classroom.
The writing prompt and the following discussion will show the instructor that the
participants have achieved the learning objectives.
Retention and Transfer:
The instructor will ask participants to come up with a specific goal or two that they
will strive for in applying the new knowledge they have gained in this lesson -
specifically in tracking intervention results.
Participants will collaborate in small groups to develop their retention and transfer
goals. They will then share those goals with another member of another group.
Participant Journal: pg. 71
Copyright, 2020: Brian Inouye
I Big Ideas... I
♦
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Identify ing DYS LEXIA
In Elementar y Classr ooms
Facil it ato r Notes:
Instructor asks participants to describe three big ideas from the unit and why each is
important and relevant to working with and understanding students with dyslexia.
Participants will think about the relevancy of the information and will share responses
with the instructor and the class.
Credit :
Image retrieved from:
https://www.time 41ear nin q.com/ home schooli nq/spec ial-ne eds /dys lexia /
Copyright, 2020: Brian Inouye
Advance Organizer ... back to the classroom!
Facilitator Notes:
Next
Steps
Instructor summarizes the units that the participants have completed and encourages
the participants to continue to implement this new knowledge and skills into their
teaching practice.
Participants write notes to prepare themselves for transitioning back to the classroom.
Participants can write a reflection about setting personal goals for how they will
continue to use the new skills of recognizing signs/symptoms of dyslexia, using
appropriate assessments to analyze what gaps in skills their student has, crafting
multi-sensory interventions to address those gaps in skills, and then tracking the
eff ectiveness of those interventions.
Credit :
Image retrieved from:
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Copyright, 2020: Brian Inouye
Identifying Dyslexia
in Elementary Classrooms
Participant Journal
DYSLEXIA
Copyright, 2020: Brian Inouye
Cou rse Overview Notes
Why are you here?
-
Wha t does dyslexia mean to you?
-
Wha t new information are you hoping to gain?
-
Wha t will this mean to your teaching practice?
Copyright, 2020: Brian Inouye 1
Definin g Dyslexia:
"Dyslexia is 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" ( dyslexiaida.org, 2019).
Does this defini tion su rprise you? Is this defini tion in alignment with your
understanding of what dyslexia is?
Copyright, 2020: Brian Inouye 2
Myths of Dyslexia
1. People with dyslexia cannot read.
Reality:
2. Individuals with high intellectual ability cannot have dyslexia.
Reality:
3
. Dyslexia is seeing things backwards.
Reality:
4
. Dyslexia is a rare disorder.
Reality:
Copyright, 2020: Brian Inouye 3
5
. Dyslexia cannot be diagno sed until at least third grade.
Reality:
6. Children will outgrow dyslexia.
Reality:
?
. All struggling readers have dyslexia.
Reality:
Copyright, 2020: Brian Inouye 4
Unit 1
The Brain & Warning Signs
Where everything starts ...
Copyright, 2020: Brian Inouye 5
How the brain works with dyslexia - Video
I Key Tak eaway I
Copyright, 2020: Brian Inouye 6
How the brain works with dyslexia - Video
Copyright, 2020: Brian Inouye 7
I Key Tak eaway I
No Dyslexia
Has Dyslexia
Copyright, 2020: Brian Inouye 8
I Key Tak eaway
I Key Take away I
Key· Tak eaway
Copyright, 2020: Brian Inouye 9
I Key Takeaway I
I
K
ey Tak ea way I
Copyright, 2020: Brian Inouye
10
How the brain works with dyslexia - Video
Reflec tion :
Was there something in the video that you already knew?
Are there any new concep ts fo r you? Wha t surprised you?
Copyright, 2020: Brian Inouye
11
Speech-sound
awareness
Language _
comprehension
Which portions of the brain become activ ated?
Copyright, 2020: Brian Inouye
12
Sound:sy,nb ol
assoc1at1ons
Letter-pattern
recognition
Warning Signs of Dyslexia
Red Flags - Preschool
Red Flags - Kindergarten - 3rd Grade
Red Flags - 4th grade - High School
Copyright, 2020: Brian Inouye
13
Ref le cting on your student s ...
Th ink about a student that you have had in your class room or that you
currently have.
Wha t warning signs can you identify in their ability to read? Wha t leads
you to believe that these are warning signs of dyslexia?
Copyright, 2020: Brian Inouye
14
Clues To Dyslexia Checklist
3-4 Years
At this stage, children are developing the oral language skills necessa ry for learning to read, spell, and
write . They are learning about the sounds (phonemes) of the language and sta rting to notice letters .
Potential indicators include :
o delay in talking
D speech that is diffi cult to understand (e.g., baby talk)
D difficulty remembering letters in his or her own name
D difficulty in learning and remembering the names of letters
D difficulty learning nu rsery rhymes
D difficulty remembering and following directions
D does not have a favorite book
D does not sit alone and look at books, does not tu rn one page at a time, does not know
how to open and hold books
D does not know that we read words from left to right
D does not enjoy being read to for extended periods of time (5-15 minutes)
Kindergarten - Eirst Grade
At this stage, children are learning to read . They are continuing to learn about sounds and word pa rts
(e.g., syllables) and they are learning the alphabetic principle (i.e., the letter-sound correspondences) .
They are also learning how to write letters and words. Potential indicators include :
D ca nnot separate a compound word into its two words (e.g., rain bow is rain and bow)
D ca nnot separate words into their individual sounds by the end of kindergarten (e.g., dog
has 3 sounds - /d/, /o/, and /g/.
D has diffi culty with letter-sound correspondences (learning the sound 'duh' goes with the
letter 'd')
D reads words with no connection to the letters on the page
D relies heavily on the pictu res in a story to "read"
D has difficulty remembering basic sight words
D has difficulty sounding out one-syllable words (e.g., dog, hop, bat, etc.)
D says that they do not like to read and complains about how hard it is to do
D avoids reading
Copyright, 2020: Brian Inouye
15
Grades 2-3
Children at this stage have mastered the alphabetic principle (i.e., that the sounds in our language
correspond to the letters on the page) . They ca n read and write more complicated words and text. In
3rd grade the cu rriculum is moving from "learning to read" to "reading to learn." Potential indicators
include :
D diffi culty pronouncing or reading long, complicated words
D om its grammatica l endings in reading and/or writing (-s, -ed, -ing, etc.)
D difficulty remembering spelling words over time and learning spelling ru les
D exhibits many pauses or hesitations when talking
D uses many filler words such as "stuff" or "things" instead of the proper name of objects
when talking (i.e., word-finding diffi cu lties)
D needs extra time to formulate sentences
D has diffi culty telling a story in sequential order
D has diffi culty remembering dates, phone numbers, names, and random facts
D is slow in acquiring reading skills
D has no strategies for word attack (figuring out how to sound out a word)
D makes wild guesses and stabs at words
D difficulties reading "functor" words (e.g., for, with, this)
D has messy handwriting
Grades 4-8
At this stage, students have mastered reading and spelling rules and are now expected to learn new
information from reading. Potential indicators include :
D has significant difficulty reading and spelling mu ltisyllabic words, ofte n om itting enti re
syllables as well as making single sound errors
D has a lack of awa reness of word structu re (e.g., prefixes, roots, suffixes)
D frequently misreads common sight words (e.g., where, there, what, then, when, the, etc.)
D difficulties with reading comprehension and learning new information from text because of
underlying decoding difficu lties (i.e., sounding out words)
D difficulty learning new vocabulary
D difficulty comprehending text
D problems with spelling
D difficulties organizing ideas for writing
D avoids reading for pleasu re
D is not smooth or fluent when reading aloud
D avoids reading aloud
Copyright, 2020: Brian Inouye
16
D oral reading lacks inflection and is monotone
D fails to attend to punctuation when reading aloud
D does not perform wel l on written, timed tests
D does better on oral exams than written
High School, College. and Adult
Students at this stage are expected to analyze and synthesize information in written form as wel l as
acquire factual information. Potential indicators include :
D difficulty with automatic word identification, which ca n significantly affect acquisition of
knowledge
D slow rate of reading persists
D difficulty with spelling and written composition
D difficulty with note-ta king in class
D trouble learning a foreign language
D difficulty organizing projects and completing assignments on time
All Ages
Individuals with dyslexia show unique patterns of strengths and weaknesses . They may exhibit some
of the following characteristics :
D special talents in mechanical abilities, music, art, drama, sports, or creative writing
D may have strong visual spatial abilities, but some may exhibit left/right confusion and
difficulties with concepts related to time and space
D may have strong mathematica l skills, but some may have difficulty memorizing math facts
and solving word problems
D difficulty with handwriting
D difficulties making and keeping friends or strong social skills
Credit :
http://dyslexiahelp.umich.edu/parents/learn- about-dyslexia /is-my-child-d yslexic/clue s-to-dyslexia
Copyright, 2020: Brian Inouye
17
Copyright, 2020: Brian Inouye
18
Assessment Game
Copyright, 2020: Brian Inouye
19
Notes:
------- ------- ------- ------- -
Copyright, 2020: Brian Inouye
20
Notes:
---------------------------- -
Copyright, 2020: Brian Inouye
21
Notes:
---------------------------- -
Copyright, 2020: Brian Inouye
22
Copyright, 2020: Brian Inouye
23
Simple phon eme/grapheme chart
Baune consonant sounds
b C d
g
k
ck
< )
h
J p
qu
Stretch consonan t sounds
Baune vowel sounds
a e I 0 u ay
< )
Stretch vowe l sounds
t w
wh
ee
X
y
ch
i
g
h ow
••• ■
ar or
.
a, r
.
,r OU oy
Credit: https://highlandliteracy.files.wordpress.com/
Copyright, 2020: Brian Inouye
24
44+ Phoneme/Grapheme Chart s
Consonant sounds
b C d f g h
j
I m n p
ball can dog fish goat hat jam lemon man nut pin
bb k dd ff gg g II mm nn pp
ck ed ph ge le mb kn
ch gh dge Im gn
If mn pn
,
r s t V w X
y
z sh th ng ch
red sun tap van win box yes zip shop thin sing chin
rr ss tt ve wh zz ti nk tch
wr se s ci tu
C se si ti
ce ch te
\.
sci
Vowels sounds
' a e i 0 u ay ee igh
ra t peg pin on rug stay see high
ea a 0 a-e
y
i-e
ie ho 00 ai ea ie
aw OU ea ie i
au e-e ei
y
e
y
e
eigh e-e
\..
aigh
ue 00 ar or air ur OU o
y
ire ear
glue book car for hair fur found boy fire hear
00 oor are ir ow oi
u-e ore er ough
ew aw
OU au
Credit: https://highlandliteracy.files.wordpress.com/
Copyright, 2020: Brian Inouye
25
qu
queen
�� '
ch
loch
)
-..,
ow
"'
show
o-e
oa
0
oe
ough
J
ure
su re
Notes:
------- ------- ------- ------- -
Copyright, 2020: Brian Inouye
26
44 Sounds (Phonemes) of English
Conso nants
Sound Common
Spelling
/bl b
� ball
/di d
�
dog
/f / f
fan
lg/ g
,
grapes
/h/ h
m
hat
/j/
J
q;
jellyfish
/kl k
�
kite
/1/ 1
leaf
/ml m
�
monkey
�
In/ n
m
nest
Ing/ ng
=� M
nng
Copyright, 2020: Brian Inouye
27
Spelling Alternative
bb
ribbon
dd ed
add filled
ff ph gh
cliff phone laugh
gg gh gu
egg ghost guest
wh
who
ge g dge
cage giraffe edge
C ch cc
cat christmas acclaim
q(u) ck X
queen back box
11
spell
mm mb mn
summer climb autumn
nn kn gn
funny knight gnat
n ngue
sink tongue
lf ft
calf often
gue
catalogue
di gg
soldier
exaggerate
lk qu
folk bouquet
lm
palm
pn
pneumonia
/pl p
pig
Ir/ r
robot
Isl s
sun
It/ t
tap
/v/ V
van
/w/ w
web
/y/ y
yo-yo
/z) z
zebra
!�
'
. ) ( ,J
. -
�Iii
\,
�
1a
ri� -
��
� ,
l,
Copyright, 2020: Brian Inouye
28
pp
happy
rr
carrot
ss
mess
ce
nee
tt
batter
f
of
wh
why
i
..
opm10n
zz
buzz
se
cheese
wr rh
wnng rhyme
C
ClfCUS SC ps st
science
psychology
listen
se
horse
th ed
Thomas tapped
ph ve
Stephen five
u 0
quick choir
J
hallelujah
s ss X ze
has scissors
xylophone
maze
Digraphs
Sound
/zh/ s
treasure
/ch/ ch
cheese
/sh/ sh
shark
/th/ th
(unvoiced) thongs
/th/ th
(voiced) feather
Short vowels
Sound
/a/ a
cat
/e/ e
egg
/i/ i
igloo
/of
0
orange
/u/ u
mug
/oo/ 00
book
�
Copyright, 2020: Brian Inouye
29
si
division
tch
watch
ce
ocea n
sci
conscience
ai
plaid
ea
bread
eo
leopa rd
e
en land
ie
sieve
a
swa n
0
monkey
u
bush
Spelling alternatives
z
azu re
tu ti te
future uestion ri hteous
s Ci Si ch
sure special tension machine
ti
station
Spelling alternatives
u ie ai a
bury friend said many
ei ae ay
heifer aestheti c say
0 u ui y
women busy build hymn
ho
honest
00 OU
flood trouble
OU 0
could wolf
Long vowels
/a/
ai a eigh aigh ay et
snail
'®
baby weiqh straiqht hay croquet
ei au a-e ea ey
vein qauqe cake break they
/e/ ee
r;
e ea y ey oe
bee me seat lady key phoenix
ie i ei eo ay
brief ski receive people quay
/i/ i
�
y igh ie uy ye
spider fly night pie buy rye
ai is eigh i-e
aisle island height kite
/of
oa
�
o-e 0 oe ow ough
boat bone open toe low though
eau 00 ew
beau brooch sew
/u/
00 ew ue u-e oe ough
moon
�
screw blue flute shoe through
ui 0 oeu OU
fruit who manoeuvre croup
/
y
//u/
u you ew iew yu eue
(2 sounds)
uniform
•
YOU few view yule queue
eau ieu eu
beautv adieu feud
There are some letters that are used to write down sounds already represented by other
graphemes. For example, we use the letter c to represent the /kl sound
(already represented by the grapheme 'k') and the /s/ sound (already represented by the
grapheme's').
Letter
C /k/ as in cat, cot, cup /s/ as in city , cycle, cents
X /k//s/ as in box, fox, fix /g//z/ as in example, exa m
I
/z/ as in xylophone
q(u)*
/k//w/ as in queen /k/ as in bouque t, mar quis, cheque
* the q is always paired with the letter u.
©DSF Literac y Resources - This document ma y be reprod uced for educational purposes
Copyright, 2020: Brian Inouye
30
Informal Measures of RAN
d s a p o s p d a o
Copyright, 2020: Brian Inouye
31
Notes:
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Notes:
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Charting Phonological Awareness
Assessment: Trial 1 Trial 2 Trial 3
1.) Word Discriminaiation
2.) Rhyme Recognition
3.) Rhyme Production
4
.) Syllable Blending
Sa.) Syllable Segmentation
(Compound Words)
Sb.) Syllable Segmentation
(Syllables)
6a.) Syllable Deletion
(Compound Words)
6b.) Syllable Deletion
(Syllables)
7.) Phoneme Recognition
8.) Phoneme Blending
9.) Phoneme Segmentation
10.) Phoneme Deletion
Charting Rapid Automatized Naming (RAN)
Assessment
Rapid Color Naming
Rapid Object Naming
Rapid Letter Naming
Copyright, 2020: Brian Inouye
34
Trial 1 Trail 2 Trial 3
Trial 4
Trial 4
Copyright, 2020: Brian Inouye
35
Notes:
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Copyright, 2020: Brian Inouye
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Elkonin Procedure
Steps in Adapted Elkonin Procedure
(From Mather & Wendling, 2012, p.140)
1. Begin with simple words that have a 1: 1 correspondenc e between the numb er of
sounds and the numb er of letters used to spell those sounds. For examp le, the word
"cat" has th ree phoneme s and is represented by th ree letters.
2. Using a pic ture that represent s the simple word, draw the correct numb er of boxes
below the pic ture (i.e,, one box for each phoneme in the word).
3. Say the word slowly articulating each sound clea rly. As k the studen t to repeat the
word. Then have the student push a color marker into each box as you say each sound,
For example, as you say "/k/ .. ./a/ . ../t/", the studen t should push one marker into the
fi rst box when you say /k/, a second marker into the middle box when you say /a/. And
a third marker into the last box when you say /t/.
4. As k the student to say the word slowly and push markers into the boxes as he says
each sound.
5. Use color-coding to dist inguish between vowels and consonants (e.g., use red chips for
the vowels and yellow chips for the consonants).
6. Once a child ca n correctly segment th ree or four sounds, introduc e lett er ti les in place
of the color chips.
7. Intr oduc e add itional phonic elemen ts as the child progresses (e.g., blends, digraphs).
These elemen ts are represented in one box beca use they mak e one sound, further
reinforcing the connection between sounds and letters.
Copyright, 2020: Brian Inouye
37
Copyright, 2020: Brian Inouye
38
Notes:
-------------- -------------- -
Copyright, 2020: Brian Inouye
39
I
What ·s the developmenta l level of encoding? I
(Sara h)
[
b
e
e
(because)
(
r
,, ,,,_
(people)
�
(corr e sp onde nce )
Copyright, 2020: Brian Inouye
40
Wt- r
(water)
�
(healthy)
�
(ni gh t)
1
Ji± J
e
--- ... . -
I
(little )
(Bria n)
_,,. ._
(su mmer )
Luc
(like)
�1\ �
(enough)
(looked)
]
]
]
Notes:
-------------- -------------- -
Copyright, 2020: Brian Inouye
41
Notes:
-------------- -------------- -
Copyright, 2020: Brian Inouye
42
First Grade Student Inte rve ntion Les son:
Profi le :
-
St udent is in First grade.
-
St udent is able to identify & write all lette rs of the alphabet.
-
St udent is able to blend C
-
V
-
C phoneme s together when
presented orally.
-
St udent has diffi culty with spelling words.
What woul d you do?
1) Identify which skill is miss ing
2) Identify which strategy you would use to teach the miss ing skill.
3)
Given the following words, write out the sequence of intervention
you would use fo r th ree words.
Wo rds: cat, hat, mat, rat, bat
Notes :
-----------------------
Copyright, 2020: Brian Inouye
43
Notes:
-------------- -------------- -
Copyright, 2020: Brian Inouye
44
Notes:
-------------- -------------- -
Copyright, 2020: Brian Inouye
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Notes:
-------------- -------------- -
Copyright, 2020: Brian Inouye
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Copyright, 2020: Brian Inouye
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Notes:
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Copyright, 2020: Brian Inouye
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What are we monitoring?
Notes:
----------------
Copyright, 2020: Brian Inouye
49
Charting Rapid Automatized Naming (RAN)
Assessment Trial 1 Trail 2
Rapid Color Namin g
Rapid Object Namin g
Rapid Letter Namin g
Charting Phonological Awareness
Assessment:
1.) Word Discriminaia tion
2.) Rhyme Recognition
3.) Rhyme Production
4.) Syllable Blending
Sa.) Syllable Segmentation
(Compound Words)
Sb.) Syllable Segm entation
(Syllables)
6a.) Syllable Dele tion
(Compound Words)
6b.) Syllable Dele tion
(Syllables)
7.) Phoneme Recognition
8.) Phoneme Blending
9.) Phoneme Segm entation
10.) Phoneme Deletion
Copyright, 2020: Brian Inouye
50
Trial 1 Trial 2
Trial 3
Trial 3
Trial 4
Trial4
Phonics Assessment
Suggest ed Directions for Administering the Phonics Assessment:
Pl ace the stud ent copy in front of the student. The tea cher keeps the teacher copy to
mark any mis cues on. Do not prompt or assist the student. Follo w the steps below:
•
Ask the stude nt to name the le tter in the fi rst section
Letter Consonant Reco
g
nition
•
Ask the studen t to read the sound in the 2nd section
Consonant Sounds
•
Ask the student to say each vowel name and state the sound
in part 3 Vowel Recogn ition/Names
•
Continue all other parts by asking the student to read the
words from l eft to right on eac h row.
If the student becomes frustrated or misses 4 consecutive items in a section, discontinue
the section. Administ er all items in sections 1, 2,3, and 4. You may opt to at tempt one
or two more sections . It is best to begin in str uction in any area that a student misses
more than 3 items and move forwa rd. A note should be made of the type of error
patte rns seen during the assessment such as those list ed below:
1. Sound sequencing errors (sound order confusion)
2. Letter substitution errors (i ncorre ct sounds used)
3. Short vowel errors
4. Long vowel errors (vowel teams or silent e patt ern)
5. Beginning sound err ors
6. End sound errors
7. Errors made in consona nt di graphs, blends, or clus ters
8.
Letter naming errors
9. R control vowel sound errors
Phonics Assessment Scoring Chart & Scor ing Rubric:
Use this chart to determine the percentage correct for each section and the overall test percentage. The
rubric is to be used to get the grade level functioning estimate. This is not a standardized test
measurement and the scores are based on a typical grade level scope and sequence for acquiring
phonics skills.
Number Section of Items
5
Copyright, 2020 : Bria n Inouye
51
Number Miscu es
1
2
3
4
5
Percentage Correct
80
60
40
20
0
Number of Section Items
10
15
21
To tal number of test items = 135
Number Miscues
1
2
3
4
5
4
3
2
1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
Asses sment Directions Page 2
Percentage Correct
90
80
70
60
50
40
30
20
10
93
87
80
73
67
60
53
47
40
33
27
20
13
7
95
90
86
81
76
71
67
62
57
52
48
43
38
33
29
24
19
14
10
5
0
Total Number Correct
divided by� = Total Percentage On Assessment
Copyright, 2020: Brian Inouye
52
Assessment Page 3
Phonics Assessment Rubric fo r Grades 1-3
Masten ; is acquisiti on of 90% or better of the skill level designated by grad e
Grade Level Rubric of the Scope and Sequence Sk il 1 Level Acquis ition:
Kindergarten
First Grade
Second Grade
Thir d Grade
Letter/ sound recogni tion
Consonant Sounds
Vowel recogni tion and names
Short vowel sounds
Letter/ sound recognition
Cons onant Sounds
Vowel recogni tion and names
Short vowel sounds
Decoding of Consonant/Vowel/Consonant words
Consonant digraph sounds
Initial consonant blend sounds
Letter/ sound recogni tion
Consonant Sounds
Vowel recognition and names
Sh ort vowel sounds
Decoding of Consonant/Vowel /Consonant words
Consonant digraph sound s
Initi al consonant blend sounds
Final consonant blends
Fin al e long vowel words
Modified R vowels
ng / nk endings
Letter/ sound recognition
Cons onant Sounds
Vowel recognit ion and names
Short vowel sound s
Decoding of Consonant/Vowel/Consonant words
Conson ant digraph sounds
Ini tial consonant blend sounds
Final consonant blends
Fi nal e long vowel words
Modified R vowels
ng / nk endi ngs
Long vowel teams
Decoding of mult ipl e-syllable words
Copyright, 2020 : Bria n Inouye
53
PHONIC S ASSESSMENT
Based on th e Orton -Gillingham, research-ba sed Ph onics Learning Sequence
B
y
Jar ice Butterfi eld, Ph.D.
Teach er Answer Recordin
g
Sheet
Student Name _ __ _ _ _ ___ __ _ _ _ Date ____ _ _ _
Birthdate ___ _ _ __ __ _ _ _ _ Grade
_ __ _ Age ___ _
Examine r _____ _ ___ ___ _ _ Scho ol _ ________ _
Direct ions: It is recomm end ed that this as sessment tool be use d as a screeni n
g
device for
dia
g
nost ic
p
ur
p
oses to determine if there are decoding/phonics areas of weakness. It also can
be used to track growth in area s of weakness over time. Circle incorr ect resp onses and write in
substitutions or errors made.
Consonant Lette r Names
b f s
g
d
y p
X z V
q
n C r h m t k w
Comments:
Number Correct __
Pe rc e nt Corre ct
Consonant Letter Sounds
b f s
g
d
y p
X z V
q
n C r h m t k w
Comments:
Number Correct __
Per cent Corre ct __ _
Vowel Letter Names
a e 0 u
Comments:
----------------------------
Numbe r Corre ct ___ _
Percent Correct _ __ _ _
Short Vowel Sounds
a e 0 u
Comments: _________________________ _
Copyright, 2020: Brian Inouye
54
Revised 2- 11-14
Copyright @Jarice Butterfiel d, Ph . D.
Phonics Asse ssment Teacher Record Page 2
eve Words With Short Vowe l Sounds
tap pen fib tug mop
rub let rob beg gum
tap fig pet jug lit
Comme nts:
Nu mber Correct
Percent Correct
Consona nt Di
g
ra
p
h Words with Short Vowe l Sounds
chip that when shut path
fish ship wham shop rich
whip chin shot then shun
Comme nts:
Numb er Correct
Percent Correct
Initial Consonant Blend Words with Short Vowe l Sounds
stop bled skip snap drum
prep trip flag gru b spot
Squid brat twig smell drip
Com ments:
Numb er Correct
Percent Correct
Final Consonant Blend Words with Short Vowel Sounds
hand sent fist raft rust
Comments: ___________________ _
Copyright, 2020: Brian Inouye
55
Number Correct __ _
Percent Correct ___ _
Phonics Assessment Teacher Record Page 3
string
strap
sprint
Comments:
sprang
strut
strum
Consonant Cluster Words
scrub
split
sprung
stru ng
scratch
splash
splash
stru ck
scrap
-----------------------
spark
perm
bark
Comments:
sang
drunk
ring
Comments:
port
dirt
torn
tong
honk
punk
Number Correct ___ _
Percent Correct ___ _
Modified R Vowel Words
stir herd burn
yarn corn turn
yard shirt jerk
Number Correct ___ _
Percent Correct ___ _
ng/nk Word Endings
lung
thong
gang
rang
think
brink
sing
sting
long
-----------------------
Number Correct ___ _
Percent Correct ___ _
Final e Long Vowel Sound Words
made
bade
j
ade
home
cute
tide
fume
mine
wane
time
rope
tune
tape
same
rote
Comments: _____________________ _
Copyright, 2020: Brian Inouye
56
Number Correct ___ _
Percent Correct ___ _
Phonics Assessment Teacher Record Page 4
coat
blow
paid
Comme nts:
uncle
single
middle
Comments:
book
cool
poodle
Comments:
paper
froste d
remark
Comments:
Vowel Team Words
glow doe beat roa d
hoe seat soa k snow
bean quail meat toe
Number Correct
Percent Correct
Consonant le Words
simple sparkle stumble table
middle puzzle topple ramble
able stifle cable bugle
Number Correct
Percent Correct
Long Vowel Sound Words Using oo, ew, ue
few blue cook blew
grew clue crook brew
cue look boot pew
Number Correct
Percent Correct
VCCV Two-Syllable Words
beca me dealer elbow season
tester powder student classroom
habit rivet impress valid
Number Correct
Percent Correct
Phonics Assessment Teacher Record Page 5
Three-Syllable Words
fascinate acrobat navigator magazine instructor
instrument comprehend investment infrequent harmonic
carpenter survival
Comments:
Copyright, 2020: Brian Inouye
58
elevator corridor organic
Number Correct
----
Percent Correct
----
Revised 2-11-14
Copyright @Ja rice Butter field, Ph. D.
Reprinted by permission
PHONICS ASSESSMENT
Based on the Orton-Gilli ngham, research-based Phonics Learning Sequence
By Jarice Butterfield/ Ph.D.
b f
q
n
b f
q
n
a
a
s
C
s
C
g
r
Student Sheet
Consonant Letter Names
d
y p
X
h m t k w
Consonant Letter Sounds
g
d
y p
X
r h
e
e
m t k w
Vowel Letter Names
0
Short Vowel Sounds
0
z V
z V
u
u
eve Words With Short Vowel Sounds
tap
rub
tap
pen
let
fig
Copyright, 2020: Brian Inouye
59
fib
rob
pet
tug
beg
jug
mop
gum
lit
chip
fish
whip
stop
prep
Squid
hand
dust
stump
string
strap
sprint
spark
perm
bark
Consonant Digraph Words with Short Vowel Sounds
that
ship
chin
when
wham
shot
shut
shop
then
path
rich
shun
Initial Consonant Blend Words with Short Vowel Sounds
bled
trip
brat
skip
flag
twig
snap
grub
smell
drum
spot
drip
Final Consonant Blend Words with Short Vowel Sounds
sent
risk
grasp
sprang
strut
strum
port
dirt
torn
fist
hint
brand
raft
ranch
slack
rust
spent
clump
Consonant Cluster Words
scrub
spli t
sprung
strung
scratch
splash
Modified R Vowel Words
stir
yarn
yar d
herd
corn
shirt
splash
struck
scrap
burn
turn
jerk
Copyright, 2020: Brian Inouye
60
sang tong
drunk honk
ring punk
ng/nk Word Endings
lung rang
thong think
gang brink
sing
sting
long
Final e Long Vowel Sound Words
made
bade
jade
coat
blow
paid
uncle
single
middle
home
cute
tide
glow
hoe
bean
simple
middle
able
Copyright, 2020: Brian Inouye
61
fume
mine
wa ne
time
rope
tune
tape
same
rote
Vowel Team Words
doe
seat
quail
beat
soak
meat
road
snow
toe
Consonant le Words
sparkle
puule
stifle
stumble table
topple ramble
cable bugle
Long Vowel Sound Words Using oo, ew, ue
book
cool
poodle
frosted
remark
few
grew
cue
tester
habit
Copyright, 2020: Brian Inouye
62
blue
clue
look
cook
crook
boot
blew
brew
pew
VCCV Two-Syllable Words
powder
rivet
student
impress
Revised 2-11-14
Copyright @Jarice Butter field, Ph. D.
Reprinted by permission
classroom
valid
PHONICS ASSE SS MENT SCOR ING GUIDE
Based on the Orto n-G illin gham Phonetic Le arni ng Sequence Assessme nt
Student Name: Date:
DOB : Grade:
Assessor Name: Title :
Di rec tion s: This tool is to be us ed to assist with screening and placement of stud ents to determine appropriate lev els of intervention
•
Adminjster the Ph onics Assessment - Based on the Orton- Gillingham (OG) Phonics Leami ng Sequence To ol
•
Total the score in each skill area sub-test and complete the Summary of Results chart below
•
Refer to the Levels Scoring Guide Aligned to Scope and Sequence Grade Level Expectancies on pages 4-5 to find the current recomm ended phorucs skill
reading lev el of the student base d on the total of sub -test scores and total by grade lev el based on the Reading Scope and Sequence by Grade Level Chart
Summary of Results On Phonics Assessm ent - Based on the OG Phonics Learning Sequence
Grade K Skill Miscues/Errors Total Level
Subtests Number
1 = Grade Level
Correct
2= Intermediate Interven tion
3= Intensive Interve ntion
Consonant Letter Na mes
Consonant Letter Sounds
Vowel Letter Nam es
Shor t Vowel Sou nds
TOTAL
K Level Su btests
9-7-17
Copyrigh t @la rice Butter field, Ph. D.
May be used fo r Educational, no t-fo r- profit purposes
1
Grade 1 Skill
Subtests
CV C Wor ds
With Short Vowel
Sounds
Consonant Digr aph
Words with Shor t Vowel
Soun ds
Initial Conso nant Blend
Words with Shor t Vowel
Sounds
TOTAL
1" Grade Level Subt ests
Grade 2 Skill
Subtests
Fina l Co n sonant Blend
Words with Shor t Vowel
Sounds
Consonant Clust er
Words
Modifie d R Vowel Words
ng/n k Wor d Endings
--
Fina l e Long Vowel
Soun d Words
TOTAL
2
nd
Grade Level Subtes ts
Miscues/E rrors Total Number Level
Correct
1= Grad e Level
2= Intermediate Intervention
3= Inten sive Intervent ion
Miscues /E rrors Total Number Level
Correct
1= Grad e Level
2= Intermediate Intervention
3= Intensi ve Intervention
9-7-17
C
opy right @Jarice Butterfield, Ph . D.
May be used for Educational, not- fo r-profit purposes
-.;f"
co
Grade 3 Ski ll Miscues/E rrors Total Number Level
Subtests Correct
1 = Grade Level
2= Intermediate lntervention
3= Intensive Intervention
Vowel Team Words
C on sonant
le Wor ds
Lon g Vowel Sou nd Words
Using oo, ew, ue
VCCV Two-Syllable
Words
Three-Syllable Words
TOTAL
3
n1
Grade Level Subtests
>-.
0
i:::::
i:::::
.......
....
9- 7-1 7
0
Cop yright @Ja rice Butterfield, Ph. D.
N
0
Ma
y
be used fo r Educat ional, not-f or-profit purposes
N
..,.1'
.......
....
>-.
0
lO
u co
PHONICS ASSESSMENT
Based on the Orton-Gillinl[ham Phonetic learninl[ Sequence Scorinl[ Guide
I
Sept.
Oct.
Nov .
Dec.
-
Jan.
- - - -
f-- I- -- -
Feb.
March
April
-
May
PHONICS ASSES SMENT
Based on the Orto n-Gillin l[ham Phonetic learninl[ Sequence Scorinl[ Guide )
END 1
st
GRADE
All K Grade Level Dec oding CVC Consonant Initia l Con son ant Total Score
LE VEL
Skills Above Words Digra phs Blends Overal l on Grade
Skills
....
..
1- Grade Level
52 overal l on K 14-15 14-15 14-15 94-97
level skills
2- Int ermedia te
40-5 1 over all on 11-13 11-13 11-13 73-93 '
Intervention
K level skills
�
'
�
3- Inten sive Interv ention
�39 or less 9n K _ _ 10 or less 10 orJ ess 10 or less 72 or less
..
9-7-17
Cop yrigh t @Ja rice Butter .field, Ph. D.
May be used fo r Educational, not-f or-pro flt purposes
..
....
) CD
) CD
PHONICS ASSESSMENT
Based on the Orto n-Gilling ham Phon etic learning_ Sequence Scoring_ Guide
END 2
nd
GRADE
All K and
1
st
Final Final e long Modified R nk/ng endings
LEVEL
Grade Level Conso nan t vowels Vowels
Skills Blends
1- Gra de Level
97 on Kl 1st 15 15 14-15 14-1 5
grade level
skills
2- Int erme diate
71-101 on K/ 11-13 11-13 11-13 11-13
lntervention
1st grade
level skill s
I- - - - -- --
3- Inten sive Intervention
70 or less on lO orless JO or less IO or less JO or less
K/!8 11200
Grade skills
PHONICS ASSESSMEN T
,._
Based on the Orto n-Gilling ham Phonetic learnin� Seq uence SE![ i!!._g_ Guide
Long Vowel
I
Con sonant le Long Vowel VCCV Two 3 Syllab le
END 3
rd
GRADE
LEVE L
1- Grade Level
2- Interme diat e
Interven tion
3- Intensive Intervention
Tea ms words Sound Words Syllable Wo rds Words
162 on K/
l 81
/ 2
nd
Grade
Skills
113-161
112 or less
, Using oo, ew, ue
14-15 14-15
11-13 11-13
10 or less l O or less
9-7-17
14-15
11-13
10 or less
C
opy right @Ja rice Butter field, Ph. D.
14-15
11-13
10 or less
May be used for Educational, not-f or-profit purposes
-
Total Scor e
Overall on
Grade Skills
158-1 62
11 5-157
114 or less
Total Scor e
Overa l.1 on
Grade Skil ls
218-222
157-217
156 or less
5
'°'
co
Orton Gillingham (OG) Phonics Benchmark Assessment Tracking Form
Student Name: School Year:
Assessor: School:
Skill Area
Fall Winter
Consonant Lette r
Names
/21 ./21
Consonan t Lett er
Sounds
./ 21 ./21
Vowel Letter Names
./
5
./
5
Short Vowel Sounds
./ 5
_ _/5
Phonetic Blending of Words
CVC Words
With Short Vowel
_/ 15 _ _/15
Sounds
Consonant Di graph
Words wit h Short
_ /15 _ _/15
Vowel Sounds
Initial Consonant
Blend Words with
_ /15 _ _/15
Short Vowel Sounds
Final Consonant Blend
Words with Short
_ /15
_ _/15
Vowel Sounds
Consonan t Cluster
Words
/ 15 ./15
Modified R Vowel
Words
/15
_ /
15
ng/nk Word Ending s
./ 15 ./15
Final e Long Vowel
Sound Words
/15 ./15
Vowel Team Words
./15 _/15
Consonant
le Words
/15 ./15
Long Vowel Sound
Words Using oo, ew, ue
_. /15
_ ./15
Multisyllabic-Word Decoding
VCCV Two-Syllable
Words
.
/15 ./15
Three-Syllable Words
/ 15
.
/15
Copyrigh t @Ja rice Butte,jield, Ph. D.
Copyright, 2020: Brian Inouye
68
Reprinted by perm ission
Soring
./21
./21
./
5
_. /
5
_/ 15
_ /15
_/ 15
_ /15
./15
_ /15
./15
.
/
15
./15
./15
_/ 15
L
15
./1 5
Phonics Assessment (Based on Orton Gillingham) Tracking Form
By Jarice Butterfield , Ph. D
Directions: Administer the Phonics Assessment three times annually or one time per three months of intensive intervention
I
Reading Instructor:
I
School Year:
!
Group:
Consonant Consonant Vowel Short eve . Consonant Initial FinaJ Consonant
Letter Letter Letter Vowel Short Digraph- Consonant Consonant Cluster
STUDENT
Names Sounds Names Sounds Vowel Short Blend - Blend - Words
Words Vowel Shor t Short
Words Vowel Vowel
Words Words
Number 26 26 26 26 26 26 5 5 5 5 5 5 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15
Probe Date
Number Correct
1
0)
co
Modified Nk/Ng Final /e/ Vowel Consonant
RVowel Word Long Team /le/
STUDENT
Words Ending Vowel Words Words
Words Sound
Words
Number 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15
Probe Date
Number Correct
Comments:
Long VCCV / VCV
Vowel Two•
Sound oo, Syllable
ew, and ue Words
Words
15 15 15 15 15 15
Three Nk/Ng
Syllable Word
Words Ending
Words
15 15 15 15 15 15
2
s
g
·;:::
co
0
N
0
N
..,.1'
-�
0
0
u I'--
Notes:
-------------- -------------- -
Copyright, 2020: Brian Inouye
71
Notes:
-------------- -------------- -
Copyright, 2020: Brian Inouye
72
Notes:
-------------- -------------- -
Copyright, 2020: Brian Inouye
73

Abstract (if available)

Abstract There are students who struggle with reading achievement who go unidentified and without appropriate interventions. One reason for persistent deficits is unidentified dyslexia in the early grades. This curriculum’s goal is to give elementary school teachers knowledge, practice, and mastery of the foundational components of identifying, diagnosing, and intervening with students who exhibit dyslexic symptoms in the general education classroom. Applying concepts from cognitive learning theories, teachers will learn and understand what dyslexia is and how to identify students who may exhibit that learning profile. They will isolate specific cognitive learning deficits, develop an intervention program, and will be able to measure a student’s response. The summative evaluation includes a teacher’s analysis of reading errors, the development of specific interventions targeted to those errors, and an assessment of the intervention effectiveness. A complete implementation of the curriculum is provided along with an evaluation plan to assess achievement of the curriculum goals and outcomes.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Dye-Inouye, Brian Christopher (author)

Core Title Identifying dyslexia in elementary classrooms: a professional development curriculum

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/15/2020

Defense Date 02/28/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag dyslexia,grapheme,MTSS,OAI-PMH Harvest,orthographic processing,Orton-Gillingham,phoneme,phonemic awareness,phonological processing,reading intervention

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Cash, David (committee member), Seli, Helena (committee member)

Creator Email binouye@usc.edu,dawnbrian@att.net

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-309759

Unique identifier UC11663777

Identifier etd-DyeInouyeB-8525.pdf (filename),usctheses-c89-309759 (legacy record id)

Legacy Identifier etd-DyeInouyeB-8525.pdf

Dmrecord 309759

Document Type Dissertation

Rights Dye-Inouye, Brian Christopher

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA