Save the Date-March 14th, 2008

This year will mark the 5th Annual Conference of the Utah Branch of the International Dyslexia Association (UBIDA). The title of this years conference is:
The Reading Garden: Practical tools to produce successful growth for struggling readers.
Everyone is welcome...invite your child's teachers!!! Let them know that their districts may be more than willing to cover the cost.
It will be held at the Sheraton Conference Center at 150 West 500 South in Salt Lake City, Utah.
It is an all day event, starting at 7:30 a.m. and ending around 4:30 p.m.
It's ok if you can't attend the entire day, but you should come check it out.
For more info., check out UBIDA.org or UREAD.org

Early Signs of Dyslexia

I am often asked if a child is dyslexic that is barely even four years old. It's easier to notice older children that have dyslexia because part of the symptoms of dyslexia are normal development for a 3 and 4 year old, so it's best to look at the overall learning pattern. These MAY be signs of dyslexia in preschool-age children,they MAY NOT...but these are taken straight out of The Every thing's Parent Guide for Children with Dyslexia-pg. 16
Jumbling sounds-Pasgetti for spaghetti
Confusing words-up for down, in for out
Forgetting or confusing the word for known objects-table for chair
Delayed speech development
Unusual speech patterns-hesitations, stammerings
Difficulty with behavior or learning
Difficulty remember and following directions
Low tolerance for frustration
Difficulty getting dressed
Excessive tripping, bumping into things, and falling over
Difficulty catching, kicking, or throwing a ball
Like I said, these come straight out of that book. I have not noticed the last three characteristic for myself.

Stages of Reading Development

I remember learning this in college in my human development class and was reminded of these stages in The Everything Parent's Guide to Children with Dyslexia. So to everyone that wants to know the stages of reading development:
Stage 0 (birth-6): Children first gain control of language. Preschoolers learn to recognize the alphabet if exposed to print. They may begin to recognize a few words.
Stage1: (6-7): Children learn to decode by sounding out words
This is where it can be a major barrier for dyslexic children.
Stage 2 (7-8): They recognize whole words by their visual appearance and letter sequence. Familiar patterns are noticed. They read automatically with word recognition. It is at this phase that children with dyslexia often begin to fall seriously behind.
Stage 3 (8-14): Readers have master the "code" and can easily sound out unfamiliar words and read with fluency. They use reading to acquire new knowledge. About 40% of children with reading difficulties have problems that are not apparent until they reach fourth grade. These children often do not have difficulties with tasks such as letter and word recognition. Their problem is that they are unable to read fluently or comprehend what they read.
Stage 4 (14-18): Students are able to analyze what they read and deal with layers of facts and concepts.

Characteristics of Dyslexia

For those of you wondering if your child is dyslexic look for these signs (1st grade on up) :
1. Difficulty recognizing and often confusing letters (examples: d for b or p for q) in the alphabet.
2. May know the letter names and sounds but is unable to put those sounds together to form words.
3. Unable to remember words, especially sight word (And, of, the, a, etc)
4. Struggles sounding out every word, or most words that he/she sees.
5. Complains that letters and words on a page become blurred, leading to dizziness, headaches, or stomach aches while reading
6. Eyes bouncing around while reading
7. Trouble with story problems in math
8. History of family reading problems

Components of Reading

While researchers were studying learning disabilities such as dyslexia, they learned how reading develops in both impaired and nonimpaired readers. The following are critical components that are essential for teaching young children to read:
1. Phonemic Awareness-the ability to notic, think about and work with individual sounds. In kindergarten it is the single best predictor of later reading and spellling acheivement.
2. Phonics-this is the relationship between letters or letter combinations in written language. There are approximately 44 sounds .
3. Fluency- Beginning readers need to be fluent in naming letters and knowing their sounds.
4. Vocabulary-The National Reading Panel confirmed that there is a strong relationship between vocaulary learning and comprehension gains.
5. Comprehension-good readers think about what they are reading in complex ways.
(all info. is taken straight out of Multisensory Teaching of Basic Language Skills 2nd Edition by Judith R. Birsh)
So here's my advice, when you are looking into schools, curriculum, teachers, etc. see if the focus is on any of these things...THESE ARE VITAL IN THE EARLY GRADES!!!

58th Annual Dyslexic Conference

The 58th Annual Dyslexic Conference is titled Literacy and Language in the Lone Star State. The conference begins October 31 and runs thru November 3rd in Dallas, Texas. Texas is the state that has the most resources available for dyslexic therapists, parents, educators, and students. I attended the conference two years ago in Colorado and really enjoyed it.
I feel this conference is geared towards parents and educators. I'm excited about it and hoping to go. Check out the classes available online at www.interdys.org and click on the link for "58th Annual Conference Information" Click the link for "Registration"
Also, you can look at www.atcmeetings.com to find travel discounts and reservations and atc extras (advanced seat assignments, special meal requests, frequent flyer mileage updates, etc). Teachers can get CEU credits for attending, so you might want to inform your teachers about this. I know some schools pay for their teachers to attend this! Why not let them know?

Dyslexia-A Chronic Condition

Dyslexia is not only common, it's persistent. For many years researchers and educators questioned whether dyslexia represented a developmental lag that children somehow outgrew or whether it represented a more persistent deficit in reading. The question's important, for if dyslexia is simply a lag in reading development-a temporary snag-then it'd be outgrown...on the other hand, if dyslexia is not outgrown, there is real urgency in both identifying children early on and ensuring that they receive help as soon as they are identified.
In a Connecticut Longitudinal Study it was determined that dyslexia is a chronic condition and that it doesn't represent a temporary lag in reading develpment. Here's the important part for you parents to note: If a child is dyslexic early on in school, that child will continue to experience reading problems unless he is provided with a scientifically based, proven intervention. (Overcoming Dyslexia-Sally Shawitz, M.D.)

Clarifying Reading Recovery

I often have parents ask me about the program Reading Recovery that is offered in our Utah Schools. Here's a little info: (Straight out of The Everything Parent's Guide to Children with Dyslexia-pg. 76 &77)
many parents with dyslexic children feel frustrated when their child doesn't succeed with Reading Recovery. However, this program is not designed to help learning disabled children, but rather to provide an effective, early way to distinguish them from children whose reading difficulties can be addressed through short-term tutoring. 60 to 80 % do become capable readers with this program, but if your child is not successful with this program, more individualized instruction is helpful and will target your child's areas of difficulty. CHILDREN WHO DON'T PROGRESS WITH READING RECOVERY SHOULD ALWAYS BE REFERRED FOR FURTHER TESTING AND INTERVENTION...NEVER CONTINUE R.R. BEYOND 20 WEEKS!!!

Working with teachers:

Alright parents, I know you are worried about how to help your child have success without hindering them. Here's some words of advice (straight out of The Everything Parent's Guide to Children with Dyslexia paraphrased p. 161-166, by Abigail Marshall):

1. Build a strong relationship with your teachers
communicate your concerns to the teacher without engendering hostility. Make an effort to understand the teacher's point of view...keep in mind your child is not the only student in the class. The teacher's managing over 30 students in most cases single-handedly!!!)
If the school permits it, offer to volunteer in the classroom. Use your time to help out and then you can develop a sense of the classroom dynamics and a day's schedule. If you can't volunteer, ask the teacher if there are other ways you can help or if she needs classroom supplies...this may win a teacher's appreciation. If a teacher"s first contact with you is that of a helpful parent then she will be more open to suggestions about your child!

2. Focus on actual needs
don't assume your child will have problems in class before they arise. Have faith in the teacher. If your child complains about problems, ask him to elaborate. If your child doesn't have an IEP or formal diagnosis, you may simply want to describe your child's problems in terms of learning style or personality quirks: "Sam is a strong visual learner. It helps him if he can see pictures or diagrams illustrating the point." Resist the temptation to educate the teacher by supplying her with books, long articles, etc. unless she asks for the information. A very short article, bulleted list, or website is usually more effective.

3.Support the Teacher's Goals
Start by asking whether the teacher has any concerns about your child. My kiddos usually struggle with communication or attention focus that cause problems for teachers. It is possible that your child is disruptive or argumentative with the teacher or has other behavior problems. Listen and help decide how to help the teacher and your child...Don't be too defensive...no one's perfect, not even your child! Remember, a child would rather look bad than dumb! If the teacher complains about your child's behavior, use this as a chance to show the connection between the learning problems and behavior.

4. Leave the Teacher in Control
Compliment the teacher, find the good. Make suggestions NOT demands.
"Do you think it would help if we tried...?"
"What are some ways we could begin implementing this?"...

Ultimately, your child will do better in school if able to advocate for himself
-Help child learn about his own learning style
-Help your child learn how to approach the teacher
-Help your child learn to state things positively
-Role play the situation at home

Dads, get reading!!!

Dad's listen up, here's a little info for you. Did you know that "fathers should make an extra effort to read to their children"?..."Because 88% of primary school teachers are women, young boys often associate reading with women and schoolwork. And just as unfortunately, too many fathers would rather be seen playing catch in the driveway with their sons than taking them to the library. It is not by chance that most of the students in U.S. remedial-reading classes are boys. A father's early involvement with books and reading can do much to elevate books to at least the same status as sports in a boy's estimation."
(taken straight out of The Read-Aloud Handbook by Jim Trelease)

dyslexic minds

The purpose of this blog is for a number of reasons:
1. to help you understand more about dyslexia
2. to help you educate others about dyslexia
3. to help those that are dyslexic
Go ahead and ask away at questions you have. I'll give weekly ideas on what you can do or interesting things I find out about what's happening in a dyslexic world.
As for today I'm just giving the definition of dyslexia
dys: trouble with
lexia: words