Learning Objectives
• Participants will learn about the definition and
characteristics of dyslexia and dysgraphia.
• Participants will learn about strategies that can be
used to support striving readers and writers.
• Participants will learn about professional learning
opportunities being offered across the state.
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Dyslexia
• Definition adopted by the International Dyslexia
Association:
“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.”
http://eida.org/definition-of-dyslexia/
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Dyslexia and the IDEA
• 34 CFR 300.8(c)(10)
• Dyslexia is included in the definition of a specific
learning disability under IDEA:
(10) Specific learning disability. (i) General. Specific learning
disability means a disorder in one or more of the basic
psychological processes involved in understanding or in
using language, spoken or written, that may manifest itself
in the imperfect ability to listen, think, speak, read, write,
spell, or to do mathematical calculations, including
conditions such as perceptual disabilities, brain injury,
minimal brain dysfunction, dyslexia, and developmental
aphasia.
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Information about Dyslexia and the Brain
• Information shared by Dr. Nadine Gaab, Associate Professor
of Pediatrics at Harvard Medical School:
• Individuals with dyslexia have less gray matter, meaning less
processing capacity.
• Individuals with dyslexia have less activation/functioning in areas of
the brain during reading activities.
• Functional characteristics of developmental dyslexia in left-
hemispheric posterior brain regions PREDATE reading onset.
• Dr. Gaab reinforces the practice of using a customizable approach to
remediation based on a student’s strengths and weaknesses—there
is not one program that will meet the needs of all students with
dyslexia.
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Dyslexia: What does it look like?
• The most common symptoms associated with dyslexia include
weaknesses in:
• word reading
• word decoding
• oral reading fluency
• spelling
• In addition, students with dyslexia may have weaknesses in:
• conventions in writing (orthography)
• phonological coding (phonemic awareness)
• rapid automatic naming
• attention
Information included in the IDA Fact sheet: Understanding Dysgraphia (http://eida.org/understanding-dysgraphia/)
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Dyslexia: What does it look like?
• Additional characteristics of students with dyslexia
may include:
• doesn’t read for pleasure
• takes excessive time to complete assignments
• difficulties in remembering procedures or formulas
• difficulty mastering math facts
• difficulty with multi-step directions
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2017 Florida Statutes & Intervention
Requirements
• s. 1012.98(4) F.S.
• (b) 11. Provide training to reading coaches, classroom
teachers, and school administrators in effective methods
of identifying characteristics of conditions such as
dyslexia and other causes of diminished phonological
processing skills; incorporating instructional techniques
into the general education setting which are proven to
improve reading performance for all students; and using
predictive and other data to make instructional
decisions based on individual student needs…
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2017 Florida Statutes & Intervention
Requirements
• s. 1012.98(4) F.S.
• (b) 11…The training must help teachers integrate
phonemic awareness; phonics, word study, and spelling;
reading fluency; vocabulary, including academic
vocabulary; and text comprehension strategies into an
explicit, systematic, and sequential approach to reading
instruction, including multisensory intervention
strategies. Each district must provide all elementary
grades instructional personnel access to training
sufficient to meet the requirements of s.1012.585(3)(f).
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2017 Florida Statutes & Intervention
Requirements
• s. 1012.585(3) F.S.
• (f) An applicant for renewal of a professional certificate
in any area of certification identified by State Board of
Education rule that includes reading instruction or
intervention for any students in kindergarten through
grade 6, with a beginning validity date of July 1, 2020, or
thereafter, must earn a minimum of 2 college credits or
the equivalent inservice points in the use of explicit,
systematic, and sequential approaches to reading
instruction, developing phonemic awareness, and
implementing multisensory intervention strategies.
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FLKRS and Dyslexia Screener Crosswalk
Recommended areas to be assessed by the
Areas assessed by the FLKRS Assessment:
International Dyslexia Association (IDA)
Star Early Literacy Assessment
https://dyslexiaida.org/dyslexia
-assessment-what-is-it-
http://www.fldoe.org/core/fileparse.php/18494/urlt/FLK
and
-how-can-it-help/
RS050317Webinar.pdf
(see p. 28)
Phonological Awareness
Phonological or Language
-Based memory
Rapid Automatic Naming
X
Receptive Vocabulary
Phonics Skills
Decoding
Oral Reading Fluency
X
Spelling
X
Writing
X
*This crosswalk contains recommendations for screening students who might be at risk of
having a reading disability such as dyslexia, and does not serve as a recommendation for
an assessment to be used to provide a formal diagnosis of dyslexia.
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2017 Florida Statutes & Intervention
Requirements
• s. 1002.69(2) F.S.
• …concerning each student’s readiness for
kindergarten…data from the screening, along with other
available data, must be used to identify students in need
of intervention and support pursuant to s. 1008.25(5).
• Alignment to K-12 Reading Plan:
• DT1 must include information on how the Florida
Kindergarten Readiness Screener will be used to plan
intervention for students scoring in the following
performance levels:
• 1) Scaled score of 497-529
• 2) Scaled score of 438-496
• 3) Scaled score of 437 and below
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Implications for students in K-3
• How can I create a similar crosswalk for students in
K-3 for the assessments identified in the
identification/intervention decision trees?
• Has our district identified interventions available to
schools that target the areas we are assessing?
• What training is needed for teachers and
administrators in using data to make instructional
decisions as part of the problem solving process?
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Best Practices for Working with Older
Students with Dyslexia
• The Center on Instruction recommends that teaching word
study to older students should include instruction on:
• breaking words into syllable types;
• when and how to read multisyllabic words by blending parts
together;
• recognizing irregular words that do not follow predictable patterns;
• the meanings of common prefixes, suffixes, inflectional endings,
and roots;
• Instruction should include ways in which words relate to each other (for
example, trans: transfer, translate, transform, translation).
• how to break words into word parts and to combine word parts to
create words based on their roots, bases, or other features; and
• how and when to use structural analysis to decode unknown words.
Information included in the Adolescents and Adults with Dyslexia fact sheet: http://eida.org/adolescents-and-adults-with-dyslexia-fact-sheet/.
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Structured Literacy—the new term on the block.
• Structured Literacy prepares students to decode
words in an explicit and systematic way.
• Structured Literacy includes instruction in:
• Phonology
• Sound-Symbol Association
• Syllable Instruction
• Morphology
• Syntax
• Semantics
Information included in the Effective Reading Instruction for Students with Dyslexia fact sheet: https://dyslexiaida.org/effective-reading-instruction/
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Explicit Instruction
• The Florida Center for Reading Research (FCRR) defines explicit
instructions as:
Explicit instruction is teacher-led, interactive
instruction where the words and actions of the
teacher are unambiguous and direct. The teacher
begins with a clear explanation of the targeted skill,
followed by modeling of the skill. Ample practice
opportunities, including guided practice with
corrective feedback, supported application and
student independent practice using aligned student
materials help the student to apply what they have
been taught.
http://www.fcrr.org/assessment/ET/elements/expInst.html
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Systematic and Sequential Instruction
• The International Dyslexia Association defines systematic and sequential
instruction as:
Multisensory language instruction requires
that the organization of material follows the
logical order of the language. The sequence
must begin with the easiest and most basic
concepts and progress methodically to more
difficult material. Each concept must also be
based on those already learned. Concepts
taught must be systematically reviewed to
strengthen memory.
https://dyslexiaida.org/multisensory-structured-language-teaching/
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Multisensory Instruction
• The International Dyslexia Association defines multisensory
instruction as:
Multisensory learning involves the use of
visual, auditory, and kinesthetic-tactile
pathways simultaneously to enhance
memory and learning of
written language.
https://dyslexiaida.org/multisensory-structured-language-teaching/
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Simultaneous Multisensory Instruction
• The International Dyslexia Association defines simultaneous
multisensory instruction as:
Simultaneous, Multisensory (VAKT):Teaching
uses all learning pathways in the brain (i.e.,
visual, auditory, kinesthetic tactile)
simultaneously or sequentially in order to
enhance memory and learning.
https://dyslexiaida.org/multisensory-structured-language-teaching/
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2017 Florida Statutes & Intervention
Requirements
• s. 1011.67(2) F.S.
• Beginning July 1, 2021, for core reading materials and
reading intervention materials used in kindergarten
through grade 5, that the materials meet the
requirements of s. 1001.215 (8). This par agraph does
not preclude school districts from purchasing or using
other materials to supplement reading instruction and
provide additional skills practice.
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2017 Florida Statutes & Intervention
Requirements
• s. 1001.215(8) F.S.
• Work with the Florida Center for Reading Research to identify
scientifically researched and evidence-based reading
instructional and intervention programs that incorporate
explicit, systematic, and sequential approaches to teaching
phonemic awareness, phonics, vocabulary, fluency, and text
comprehension and incorporate decodable or phonetic text
instructional strategies.
• Reading intervention includes evidence-based strategies and
includes, but is not limited to, individual instruction,
multisensory approaches, tutoring, mentoring, or the use of
technology that targets specific reading skills and abilities.
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2017 Florida Statutes & Intervention
Requirements
• s. 1008.25(5) F.S.
• (a) Any student in kindergarten through grade 3 who
exhibits a substantial deficiency in reading—based upon
screening, diagnostic, progress monitoring, or
assessment data; statewide assessment; or teacher
observations,—must be provided intensive, explicit,
systematic, and multisensory reading interventions
immediately following the identification of the reading
deficiency. A school may not wait for a student to
receive a failing grade at the end of a grading period to
identify the student as having a substantial reading
deficiency and initiate intensive reading interventions.
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2017 Florida Statutes & Intervention
Requirements
• s. 1008.25(7) F.S.
• (a) Students retained under paragraph (5) (b) must be
provided intensive interventions in reading to
ameliorate the student’s specific reading deficiency and
prepare the student for promotion to the next grade.
These interventions must include:
• 1. Evidence-based, explicit, systematic, and multisensory
reading instruction in phonemic awareness, phonics, fluency,
vocabulary, and comprehension and other strategies
prescribed by the school district.
• 2. Participation in the school district’s summer reading camp,
which must incorporate the instructional and intervention
strategies under subparagraph 1.
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2017 Florida Statutes & Intervention
Requirements
• s. 1008.25(7) F.S.
• (a) Students retained under paragraph (5) (b) must be provided
intensive interventions in reading to ameliorate the student’s
specific reading deficiency and prepare the student for promotion
to the next grade. These interventions must include:
• 3. A minimum of 90 minutes daily, uninterrupted reading
instruction incorporating the instructional and intervention
strategies under subparagraph 1. This instruction may include:
a. Integration of content-rich texts in science and social
studies within the 90-minute block.
b. Small group instruction.
c. Reduced teacher-student ratios.
d. More frequent progress monitoring.
e. Tutoring and monitoring.
f. Transition classes containing 3
rd
and 4
th
grade students.
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2017 Florida Statutes & Intervention
Requirements
• s. 1008.25(6) F.S.
• (b) …A student who is promoted to grade 4 with a good
cause exemption shall be provided intensive reading
instruction and intervention that include specialized
diagnostic information and specific reading strategies to
meet the needs of each student so promoted. The
school district shall assist schools and teachers with the
implementation of explicit, systematic, and multisensory
reading instruction and intervention strategies for
students promoted with a good cause exemption which
research has shown to be successful in improving
reading among students who have reading difficulties…
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2017 Florida Statutes & Intervention
Requirements
• s. 1008.25(6) F.S.
• (b) …A student who is promoted to grade 4 with a good
cause exemption shall be provided intensive reading
instruction and intervention that include specialized
diagnostic information and specific reading strategies to
meet the needs of each student so promoted. The
school district shall assist schools and teachers with the
implementation of explicit, systematic, and multisensory
reading instruction and intervention strategies for
students promoted with a good cause exemption which
research has shown to be successful in improving
reading among students who have reading difficulties…
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Reflection
• What impact will the requirement of using intensive,
explicit, systematic and multisensory with any student
identified with a reading deficiency in grades K-3, are
retained in grade 3 or are promoted to 4
th
grade with a
good cause promotion have on your current instructional
practices?
• What support will you need?
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2017 Florida Statutes & Intervention
Requirements
• s. 1008.25(3) F.S.
• ALLOCATION OF RESOURCES.—District school boards
shall allocate remedial and supplemental instruction
resources to students in the following priority:
• (a) Students in kindergarten through grade 3 who have a
substantial deficiency in reading as determined in paragraph
(5) (a).
• (b) Students who fail to meet performance levels required for
promotion consistent with the district school board’s plan for
student progression required in subsection (2 ).
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2017 Florida Statutes & Intervention
Requirements
• s. 1008.25(5) F.S.
• (a) The student’s reading proficiency must be monitored
and the intensive interventions must continue until the
student demonstrates grade level proficiency in a
manner determined by the district, which may include
achieving a Level 3 on statewide, standardized English
Language Arts assessment. The State Board of Education
shall identify by rule guidelines for determining whether
a student in kindergarten through grade 3 has a
substantial deficiency in reading.
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Reflection
• What assessment tools are being utilized in your
district to monitor the progress of students
receiving intensive reading intervention?
• What district guidelines have been established to
determine the frequency of which students
receiving intensive intervention should be progress
monitored?
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Accommodations & Strategies
Classroom &
Assignments
• peer note taker or provide
students with a copy of
lecture notes or important
information
• allow sufficient time to read
& comprehend material
• software with text-to-speech
& speech-to-text options
• break up a large assignment
into smaller parts
• provide study guides
• audio books
Exams
• extended time
• alternate testing site with
reduced distractions
• oral exam
• use of calculator
• allow student to dictate
answers to essay and short
answer questions
Organization &
Planning
• multi-modal methods to
present material
• create visual graphic
organizers and/or
timelines to help organize
information
• use illustrations with
informational text
• schedules, rules, and
assignments written on
board
• work with student to set
achievable goals
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Accommodations & Strategies
Reading
• use marker or highlighting
tape to highlight important
textbook sections
• assign peer reading buddies
• review vocabulary prior to
reading
• do not require the student
to read aloud
• use text summaries to
reduce the amount of
content in a text so students
can focus on core ideas
• Use of graphic organizers
Writing
• extended time
• allow use of a keyboard
when appropriate
• focus on content vs.
spelling and handwriting
• student held accountable
for spelling words that
have been mastered only
• use of graphic organizers
• speech-to-text software
Math
• allow use of a calculator
• use visuals and concrete
examples
• use grid paper to help
correctly line up math
problems
• present information and
problems in small
increments
• read story problems aloud
• extended time
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Dysgraphia: What is it?
• Dysgraphia is a learning disability that results in a deficit in
written expression.
• Brain research has linked dysgraphia to a processing deficit.
• “Orthographic coding refers to the ability to store written words in
working memory while the letters in the word are analyzed or the
ability to create permanent memory of written words linked to
their pronunciation and meaning.*”
• It may OR may not coexist with another disability or
disorder such as dyslexia, language impairment, auditory
processing disorder, and/or ADHD.
*https://dyslexiaida.org/understanding-dysgraphia/
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Dysgraphia and the IDEA
• 34 CFR 300.8(c)(10)
• Dysgraphia is included in the definition of a specific
learning disability under IDEA:
(10) Specific learning disability. (i) General. Specific learning
disability means a disorder in one or more of the basic
psychological processes involved in understanding or in
using language, spoken or written, that may manifest itself
in the imperfect ability to listen, think, speak, read, write,
spell, or to do mathematical calculations, including
conditions such as perceptual disabilities, brain injury,
minimal brain dysfunction, dyslexia, and developmental
aphasia.
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Dysgraphia: What does it look like?
• Illegible handwriting
• Irregular and inconsistent letter formations
• Random mixture of upper and lowercase letters
• Fatigue when writing
• Difficulty with spelling rules and identifying
misspelled words
• Often misspells the same word multiple different
ways
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Dysgraphia: Additional Characteristics
• Avoidance of writing (which may be interpreted as
lack of motivation, laziness or defiance)
• Grammar: incomplete or run-on sentences, lack of
or misuse of punctuation, mixes up verb tense
• Struggles with organization of ideas
• Papers often contain lots of erasures and cross-outs
• Struggles to write on a line and stay within margins
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Handwriting
• Explicit, systematic instruction of handwriting,
including posture, grip and paper positioning
• Use of manipulatives to help with letter formation
• Low-tech assistive technology: pencil grips, slant
boards, raised paper and highlighted paper
• Multiple opportunities for practice each day
• See the Understanding Dysgraphia Fact Sheet from the
International Dyslexia Association for examples:
https://dyslexiaida.org/understanding-dysgraphia/
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Correction Strategies
Examples:
• Compliments & a Wish
• Provide at least two compliments in relation to student writing and
one wish for how they can improve. Alternate the focus of writing
assignments (i.e. neatness, spelling, grammar, organization, etc.)
• Red words + current focus (Ex: transition words)
• “Red words” include spelling/sight words the student has already
mastered. When providing feedback to students on spelling, focus
on words the student has already mastered and is being held
accountable for. Use other misspelled words in a student’s writing
to drive differentiated instruction.
• Checklists and visuals students can use to self-
monitor progress and self-correct.
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Spelling
• Structured Literacy prepares students to decode
words in an explicit and systematic way.
• Structured Literacy includes instruction in:
• Phonology
• Sound-Symbol Association
• Syllable Instruction
• Morphology
• Syntax
• Semantics
Check out https://dyslexiaida.org/spelling/ and
https://dyslexiaida.org/understanding-dysgraphia/ for more information and ideas.
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Executive Functioning
Self-Regulation
Support students in:
• Goal-setting
• Self-instruction
• Self-monitoring
• Self-reinforcement
Alignment to UDL Guidelines:
• 6.1: Guide appropriate goal-
setting
• 6.2: Support planning and
strategy development
• 6.4: Enhance capacity for
monitoring progress
• 9.1: Promote expectations and
beliefs that optimize
motivation
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UDL
Considerations
• “Many bright children with
dysgraphia are unable to
keep up with the written
work required by classes
that are the most
appropriate for them
intellectually.*”
• How can we provide
students multiple
opportunities to express
what they know?
Alignment to UDL Guidelines:
• 4.1: Vary the methods for
response and navigation
• 4.2: Optimize access to
tools and assistive
technologies
• 5.1: Use multiple media for
communication
• 5.2: Use multiple tools for
construction & composition
*http://www.smartkidswithld.org/first-steps/what-are-learning-disabilities/dysgraphia-an-overview/
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A Collaborative Team Approach
General Education Teacher:
The general education teacher is the content specialist on the
team. They can offer information on grade level expectations for
what mastery of the writing standards looks like in order to assist
with appropriate goal-setting.
The Special Education Teacher:
The special education teacher can offer information on the use of
specific accommodations, assistive technology and remedial
strategies as well as assisting with appropriate goal-setting and
directly support the general education teacher.
.
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A Collaborative Team Approach
The Occupational Therapist:
According to the American Occupational Therapy Association, “Occupational
therapists can evaluate the underlying components that support a student's
handwriting, such as muscle strength, endurance, coordination, and motor
control, and parents can encourage activities at home to support good
handwriting skills.*”
* http://www.aota.org/About-Occupational-Therapy/Patients-Clients/ChildrenAndYouth/Schools/Handwriting.aspx
The Speech and Language Pathologist:
Many times, students with language deficits also struggle with learning to read
and write. The Speech and Language Pathologist (SLP) can be a great resource
when seeking out information on written language disorders and in fulfilling
our Child Find responsibilities.
* http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942549§ion=Roles_and_Responsibilities
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A Collaborative Team Approach
The Literacy Coach:
The literacy coach can offer content-specific information on
strategies to support students with dysgraphia such as
appropriate graphic organizers, support for the writing
process and remedial spelling instruction based on diagnostic
assessment results.
The Local Assistive Technology Specialist (LATS):
The LATS can offer technological supports to all students
writing within a UDL classroom and/or students that require
assistive technology.
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A Collaborative Team Approach
The MTSS Contact:
The MTSS Specialist can assist with engaging teams in the
problem solving process, planning for intervention, identifying
progress monitoring tools and tasks associated with
monitoring fidelity and evaluating effectiveness.
The ELL Contact:
The ELL Specialist can assist in determining best practices for
writing instruction for English language learners as well as
work with general education teachers to plan for instruction
and to model strategies.
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