Tips on Treating Dyslexia

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1 Tips on Treating Dyslexia 'Dyslexia may take many forms, but dyslexics have one characteristic in common: they can learn and they can make it in society if properly taught.' What Treatment is Appropriate? Orton Gillingham Based Multi-Sensory Language (MSL) approaches are the most effective. Early identification and evidence based educational instruction is vital. Individuals with dyslexia or a related SLD require explicit, direct and systematic instruction in both oral and written language. Explicit Instruction: Must directly teach the alphabetical principle (letter-sound system) Systematic Instruction: Has a definite logical sequence of concept introduction, ordered from simple to more complex.(synthetic and analytic) Structured, Multi-sensory: Structured and Multi-sensory delivery of language content is characteristic of effective instruction. Flexible: Since dyslexia occurs on a continuum a specialised teaching approach is best, rather than a program or method which does not allow flexibility. Diagnostic Teaching: The teacher continually assesses their student's ability to understand and apply learned concepts. If it is discovered that a previously taught concept is confused, it is retaught. Individuals with dyslexia may require instruction of greater intensity and duration than typically developing readers and writers. Balanced Approach: Instruction needs to consider individual strengths and weaknesses based on the processes involved in learning to read. Visual recognition for high frequency words and sight word techniques need to be taught explicitly, with ample exposure and practice in order to strengthen the visual memory for irregular words both for reading and spelling.

2 Individuals with dyslexia require research-based instruction in all five components of reading: 1. Phonemic awareness 2. Phonics (synthetic and analytic) No experimental phonics! 3. Fluency 4. Vocabulary 5. Comprehension As well as writing and spelling. A Multisensory Structured Approach contains all the above elements. The National Reading Panel (NRP),the National Inquiry into the Teaching of Literacy(NITL) and the International Dyslexia Association (US) all support explicit, direct and systematic instruction which includes all five components. What is Multisensory Teaching? Multisensory techniques are frequently used for students with Dyslexia and related differences. Research has indicated that all learners learn and remember best when learning is multisensory. Multisensory teaching techniques and strategies stimulate learning by engaging students on multiple levels. They encourage students to use some or all of their senses (auditory, visual, kinaesthetic /tactile) to: Gather information about a task; Link information to ideas they already know and understand; Perceive the logic involved in solving problems; Learn problem-solving steps; Tap into nonverbal reasoning skills; Understand relationships between concepts; and Learn information and store it for later recall. Vitally Important: Because Multisensory Structured Language (MSL) Instruction is a complex undertaking, teachers/educators who provide this instruction and remediation need to be

3 effectively trained and supervised in the use of the selected approach. There are a number of specifically named methods and programs derived from MSL principles. Scientific and evidence based research informs educators of the best teaching approaches for students with dyslexia and related SpLd and LD. Multisensory Structured Language and Orton Gillingham are both approaches not programs or methods. The ADA supports an approach over any Method or Program. A well-structured, direct, explicit yet flexible approach allows for flexibility and this is what is required since dyslexia and reading difficulties occur on a continuum. The ADA recommends the following ADA members for teaching children and adults with dyslexia or a related difference; ADA Registered and Accredited Member: Associate Specific Specialisation: MSL Specialist Educator Training: Have successfully met rigorous MSL training, practicum hours and coursework readings at the Associate level. Post Graduate Skills: To provide Educational MSL Treatment and are trained in MSL Educational Diagnostics for student planning and instruction. The MSL approach works well with ALL individuals who have not obtained sufficient literacy skills in the classroom. Empower yourself by accessing further support and information services to help you make a balanced decision~ Become a Member today. Identifying dyslexia The first step in getting help with dyslexia is to identify it. When can dyslexia be identified? Dyslexia will normally become apparent during the early years of schooling, when a child shows an unexplained difficulty in reading despite having all the skills, such as intelligence and verbal ability, which are necessary to read. Even though dyslexia can become apparent in the early years many children are not identified and an evaluation may not be done until adulthood. How does an unidentified child cope with dyslexia at school?

4 Many unidentified children develop coping strategies both positive and negative, which can disguise dyslexia. Most children with dyslexia have to work much harder than their peers to remember and apply classroom information. Some children with dyslexia pretend to be less intelligent than they actually are; this is a negative coping strategy. Research on dyslexia Identification: The earlier a child with dyslexia is identified the sooner that child can be directed to effective instruction for their specific need. A child identified earlier with correct treatment can be brought up to grade level without the extra burden of the secondary effects setting in, which can include; low self-esteem, frustration, loss of motivation for learning, social and emotional issues including attention difficulties. What you can do: Learn about the common characteristics of dyslexia, trust your gut feelings and do something about it. Effective screening for dyslexia will tell you a lot about the type of teaching your child requires, it is not just a label. Dyslexia is an informative description which allows educational treatment to be tailored to the unique differences that an individual with dyslexia has. If you feel that your child is displaying symptoms of dyslexia, do not listen if someone says, "They will grow out of it" or "All children progress at their own rate". No one grows out of dyslexia and time is valuable when it comes to dyslexia and a child's positive self-esteem. See "Could it be dyslexia" for common characteristics. Schools have a responsibility- let's work together The ADA offers its members information on the best practices for the identification of dyslexia/reading difficulties. The ADA work within a system which encourages a partnership between ADA services and the school. Please do not spend loads of dollars on any external report/s which offer no evidence based educational treatment. Remember there are no quick fixes for literacy difficulties and the earlier a child is identified the better. Contact ADA, so that we can work with you and your child's school first. ADA: dyslexia.association@gmail.com

5 How is dyslexia assessed? The most important reason for assessing dyslexia is for effective educational treatment not a label. There is no one single test which can identify dyslexia, the assessor must have a strong knowledge of language and reading development, how dyslexia affects learning in these areas and the required pedagogy. They must be knowledgeable in current diagnostic test selection and how to evaluate the results for educational instruction. There are numerous misinterpretations and misleading use of the terms screening, assessment and a profile. Checklists: Checks symptoms, all of which are behavioural and most people who do not have dyslexia can still check a lot of the boxes, not reliable on their own. Checklists are not a dyslexia assessment, pre assessment or self-evaluation. Profiling for dyslexia involves two main steps: Screening/Pre Screening Assessment: Appropriate research based screening tools can indicate a likelihood of dyslexia, however the screening needs to be done by an ADA Certified Member or equivalent who is qualified in using the screening tools and has an up to date knowledge of dyslexia and effective Multi-sensory structured language approaches. A screener alone will not confirm dyslexia but will add to the individual learning profile and let you know whether dyslexia educational assessment is recommended, it is not a website checklist, it is an individualised pre assessment profile devised by the ADA Professional Board. Pre assessment profiling is a free service to all ADA members, this service is exclusive to the ADA and has been set up to avoid unnecessary over testing on students who may not require full dyslexia profiling. Assessment: Dyslexia assessment forms part of full dyslexia profiling and is a more indepth assessment of spoken and written language. Dyslexia Assessors should be ADA Certified or hold equivalent post graduate training including training in dyslexia/language based assessment. Assessment should be diagnostic, that is, designed to assess an individual's particular strengths and weaknesses and identify the underlying causes and dyslexia subtype/s. The assessment must be educationally based and driven, that is directed towards an educational support plan. The assessment needs to be individualised so that equitable classroom provisions and exam accommodations can be reported for the school, High school, TAFE or University. A full adult dyslexia

6 profiling assessment can also be offered for workplace solutions as well as for personal reasons and goals. Associated Difficulties: Profiling allows underlying differences to be identified, these differences are taken into account when planning for reading and spelling instruction, which are not limited to, but may include, Individual cognitive processes, traits and other skills. Associated difficulties which may and often do co-exist with dyslexia and reading difficulties are also identified through effective profiling; these include but are not limited to; spelling and writing skills, attentional difficulties and other related differences. Dyslexia Subtypes & Profiling: Since dyslexia occurs on a continuum and no two are profiles are exactly alike; dyslexia profiling is preferred to any discrepancy or IQ models. Dyslexia profiling which includes an instructional educational plan and equitable provisions is preferred by the Australian Dyslexia Association in the identification and educational treatment of dyslexia and related language based difficulties. Dyslexia profiling involves careful assessment tools and clinical judgement; it is not a dyslexia test that can be commercially bought. Profiling allows exclusionary assessment - ruling out other factors which may have affected an individual s ability to acquire adequate reading and spelling skills. When all other factors are ruled out, then dyslexia can be presumed. To ensure appropriate instruction, it is essential that identification practices focus on assessments that are directly related to effective instruction. Reports need to include individualised equitable provisions and exam accommodations based on each individuals learning profile. Caution on the word dyslexia testing-pitfalls! Too many commercial businesses are now popping up all over Australia offering dyslexia tests and/or testing packages, it has become a case of parents beware the ADA are advocating for regulation on Australian Dyslexia Identification practices. "Educators need to be the ones trained to identify and teach those with dyslexia; teachers are in the field where observation becomes critical and knowledge becomes valuable". (Jodi Clements) (Australian Dyslexia Association, 2013)