F.A.T. City Workshop
Published on May 14, 2016
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F.A.T. City Workshop
Frustration, Anxiety, and Tension experienced by students with Dyslexia
Learning Disabled simulation by:
Richard Lavoie
Director of Outreach
Eagle Hill School
Greenwich, CT
Richard Lavoie
Director of Outreach
Eagle Hill School
Greenwich, CT
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Choice doesn't exist for students with Dyslexia.
1. Congenital - born with it
2. Familial - runs in the family
3. Ever-present - 24/7 not just in school, but in every setting of life
4. Pervasive - lifelong says Sally Shaywitz
2. Familial - runs in the family
3. Ever-present - 24/7 not just in school, but in every setting of life
4. Pervasive - lifelong says Sally Shaywitz
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LD doesn't mean
lazy and dumb.
Specific Learning Disability is the IDEA category. 80-85% of SLD students have a reading disability, which is dyslexia.
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Anxiety
It negatively affects
student performance.
S live in fear.They don't want anyone to know their dirty, dark secret that they can't read. Stomach aches, hate school, invisible, sit in the back, never volunteer to read. On an anxiety scale of 1-10, where most people exist at 0-3, these students exist at 8-10.
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Reduce Anxiety
- Volunteer read only
- Provide extra time to formulate answers
- Avoid sarcasm
- Make sure they know the answer
- Build trust
Photo by Kathy Cassidy
Processing
Dyslexic students have two times the processing load of typical students.
Due to inadequate lang storage and retrieval, they have to process the question, then the answer.
Takes 2x as long.
Definitely a deficit.
Takes 2x as long.
Definitely a deficit.
Photo by Mrs4duh
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- Gives nonsensical answers
- Somatic complaints
- Do establish "safety" signals with student
- Do ask questions student can answer
- Don't expect immediate responses
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- Student will not volunteer
- Provide guided discovery to correct answer
- Provide abundant praise and encouragement
- Don't embarass
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Visual Perception
Dyslexic students have difficulty bringing meaning to what they see.
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- Unrelated to motivation
- Unexpected difficulty when compared to cognitive ability
- Provide direct instruction
- Don't say "Try harder!", bribe, or blame the victim
Don't punish by taking something away.
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- Reading comprehension low
- Listening comprehension high
- Do teach background knowledge, vocabulary, and strategies for expository and fictional text
- Don't expect students to self-teach
Use graphic organizers.
For expository, use SQ3R
Survey
Question
Read
Recite
Review
For expository, use SQ3R
Survey
Question
Read
Recite
Review
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Oral Expression
Dyslexic students have difficulty with word retrieval.
2 types of tasks:
Associative - things one can do without thinking. You've done them so many times, you're fluent and you can do by rote. Ex. driving
Cognitive - things you have to think about as you go about doing it.
Speaking is a cognitive task for D.
Associative - things one can do without thinking. You've done them so many times, you're fluent and you can do by rote. Ex. driving
Cognitive - things you have to think about as you go about doing it.
Speaking is a cognitive task for D.
Photo by Mrs4duh
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- Lots of mmm's and umm's
- Mispronounces multisyllabic words
- Provide extra time to formulate answers
- Replace oral presentation with PP, Prezi, Haiku Deck
- Don't expect instantaneous responses
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Reading and Decoding
Dyslexic students have difficulty with Phonemic Awareness.
4 Components of Lang
1 Discourse- US connected sent
2 Syntax- gram. structure, order
3 Semantics-word meaning, vocb
4. Phonology- Lang Factory, sounds blend into words, words segment into sounds
"PA best predictor of ability to read words accurately and fluently/quickly." . Shaywitz. In D, #1-3 intact. 4 isn't.
2 Components of Reading
1. Comprehension 2. Decoding
In D, #1 is intact if oral. 2 isn't.
1 Discourse- US connected sent
2 Syntax- gram. structure, order
3 Semantics-word meaning, vocb
4. Phonology- Lang Factory, sounds blend into words, words segment into sounds
"PA best predictor of ability to read words accurately and fluently/quickly." . Shaywitz. In D, #1-3 intact. 4 isn't.
2 Components of Reading
1. Comprehension 2. Decoding
In D, #1 is intact if oral. 2 isn't.
Photo by Mrs4duh
Untitled Slide
- Difficulty learning letters and sounds
- Inability to rhyme, blend, and segment
- Lack of fluency
- Do use audiobooks and oral tests
- Don't say "It's easy!"
1st time they encounter that spatial orientation does not dictate object identification. Ex watch.
Learning Ally, Bookshare, Don Johnston Snap and Read: Universal
Learning Ally, Bookshare, Don Johnston Snap and Read: Universal
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Fairness
It is ethical and fair to treat students with Dyslexia differently.
Definition: w/outcheating, w/out giving an unjust advantage.
"Fair isn't giving everyone the same thing. Fair is giving everyone what they need in order to be successful."
Support their dignity and competence.
"Fair isn't giving everyone the same thing. Fair is giving everyone what they need in order to be successful."
Support their dignity and competence.
Photo by Mrs4duh
