Thoughts from Fernette Eide MD at Dyslexic Advantage……..

From the University of Washington: “Structural brain differences between children with dyslexia and dysgraphia and children who are typical language learners have been observed…Researchers say the findings prove that using a single category of learning disability to qualify for special education services is not scientifically supported.”

In a recent misplaced effort by the American Psychiatric Association, the latest update of the DSMV proposed lumping dyslexia under the general category of SLD or Specific Learning Disability. The problems are multiple, but the practical dilemma faced by students and teachers is that if differences aren’t named or recognized, chances are the solutions aren’t either.

Screen Shot 2015-05-20 at 8.41.22 AMWhat Berninger and her colleagues have found are different neural signatures for dyslexia and dysgraphia: “contrasting patterns of white matter integrity between dyslexia and dysgraphia was the greater perpendicular radial diffusivity in seven brain regions on the right in dyslexia but left in the dysgraphic group.” Discussing this research, Berninger added: “the two specific learning disabilities are not the same because the white matter connections and patterns and number of gray matter functional connections were not the same in the children with dyslexia and dysgraphia — on either the writing or cognitive thinking tasks.

Federal law guarantees a free and appropriate public education to children with learning disabilities, but does not require that specific types of learning disabilities are diagnosed, or that schools provide evidence-based instruction for dyslexia or dysgraphia. Consequently, the two conditions are lumped together under a general category for learning disabilities, Berninger said, and many schools do not recognize them or offer specialized instruction for either one.

“There’s just this umbrella category of learning disability,” said Berninger. “That’s like saying if you’re sick you qualify to see a doctor, but without specifying what kind of illness you have, can the doctor prescribe appropriate treatment?”

“Many children struggle in school because their specific learning disabilities are not identified and they are not provided appropriate instruction.”

Read the Berninger group’s  original research paper HERE.

Read The Problem with Schools Not Identifying Dyslexia.

There are other interesting tidbits in the paper, for example the observation of “the dyslexia group’s strong functional connectivity than the control group during resting state (default network)”. The authors interpreted this observation only in a negative or deficit-focused framework, but of course, the default network has a strong role in creative problem solving and mental simulation.

 

http://blog.dyslexicadvantage.org/2015/05/20/got-science-dyslexia-and-dysgraphia-are-different-and-why-sld-should-rip/

Upcoming Community Events

Parents Advocating for Student Success in EDucation (PASSED)
Monthly Lunch Gathering

Bixby’s Bagels (Mount Royal Shopping Center)
Wednesday, May 21st
11:45 ish to 1:00 ish

The movie “Journey into Dyslexia” will have two showings:

Monday, May 19th @ 6:30pm @ Cloquet Gospel Tabernacle
and
Thursday, May 22nd @ 6:30 @ Myers-Wilkins School (old Grant)

Questions call 340-7393 or email dwyers@boreal.org

What Are the Warning Signs of Dysgraphia?

From the National Center for Learning Disabilities

Just having bad handwriting doesn’t mean a person has dysgraphia. Since dysgraphia is a processing disorder, difficulties can change throughout a lifetime. However since writing is a developmental process—children learn the motor skills needed to write, while learning the thinking skills needed to communicate on paper—difficulties can also overlap.

Dysgraphia: Warning Signs By Age

Young Children

Trouble With:

  • Tight, awkward pencil grip and body position
  • Avoiding writing or drawing tasks
  • Trouble forming letter shapes
  • Inconsistent spacing between letters or words
  • Poor understanding of uppercase and lowercase letters
  • Inability to write or draw in a line or within margins
  • Tiring quickly while writing

School-Age Children

Trouble With:

  • Illegible handwriting
  • Mixture of cursive and print writing
  • Saying words out loud while writing
  • Concentrating so hard on writing that comprehension of what’s written is missed
  • Trouble thinking of words to write
  • Omitting or not finishing words in sentences

Teenagers and Adults

Trouble With:

  • Trouble organizing thoughts on paper
  • Trouble keeping track of thoughts already written down
  • Difficulty with syntax structure and grammar
  • Large gap between written ideas and understanding demonstrated through speech

Dyslexia: More Than a Score

By Dr. Richard Selznick  (http://www.drselz.com/blog)

Saturday, June 8, 2013

***Note:  (This blog was published some time ago, but due to a problem with the website it needed to be reposted.  It has been revised.)

I had the good fortune to recently take part on a panel during a symposium on dyslexia sponsored by the grassroots parenting group, Decoding Dyslexia: NJ.  Dr. Sally Shaywitz, the author of “Overcoming Dyslexia” was the keynote speaker.  While talking about assessing dyslexia, Dr. Shaywitz said something that really struck me.  She noted, “Dyslexia is not a score.”

That statement is right on the money.

Scores are certainly involved in the assessment of dyslexia.   Tests such as the Woodcock Reading Mastery Test, the Tests of Word Reading Efficiency and the Comprehensive Tests of Phonological Processing, among other standardized measures yield reliable and valid standard scores, grade equivalents and percentiles.  These scores can be helpful markers.  However, the scores often don’t tell the whole story.

Here’s one example:

Jacob, a fifth grader, is in the 80th%ile of verbal intelligence and his nonverbal score is in the 65% percentile, meaning Jacob’s a pretty bright kid.  Jacob’s word identification standard score on the Woodcock was a 94 placing him solidly in the average range, with similar word attack and passage comprehensions scores.  Effectively, both of the scores (Word Identification and Word Attack), placed Jacob just below the 50th percentile, but solidly in the average range.

Jacob’s scores would not have gotten the school too excited.  Yet, here’s what I told the mom.

“There’s a lot of evidence in Jacob’s assessment that suggests that he is dyslexic.  Even though his scores are fundamentally average, he was observed to be very inefficient in the way that he read.  For example, while Jacob read words like “institute,” and “mechanic” correctly, he did so with a great deal of effort.  It was hard for Jacob to figure out the words.  For those who are not dyslexic, word reading is smooth and effortless.  Those words would be a piece of cake for non-dyslexic fifth graders.  They were not for Jacob.”

“Even more to the point, was the way that Jacob read passages out loud.  Listening to Jacob read was almost painful.  Every time he came upon a large word that was not all that common (such as, hysterical, pedestrian, departure) he hesitated a number of seconds and either stumbled on the right word or substituted a nonsense word.  An example was substituting the word “ostrich” for “orchestra.”  The substitution completely changed the meaning.

“Finally, the two other areas of concern involved the way that Jacob wrote, as well as his spelling.  While Jacob could memorize for the spelling test, his spelling and his open ended-writing were very weak.  The amount of effort that Jacob put into writing a small informal paragraph was considerable.  There also wasn’t one sentence that was complete.”

“Even though Jacob is unlikely to be classified in special education, I think he has a learning disability that matches the definition of dyslexia as it is known clinically (see  International Dyslexia Association website:  www.ida.org ).  The scores simply do not tell the story.”

“Dyslexia is not a score.”

Takeaway Point:

You need to look under the hood to see what’s going on with the engine.  With dyslexia, you can’t just look at the scores and make a conclusion.

Conversation about Dyslexia

6:00 PM at Barnes and Noble at the Miller Hill Mall in Duluth, MN, on Tuesday, October22.  Conversation will be driven by the participants that attend.  Topics that are expected to be discussed are signs of dyslexia, potential classroom accommodations, informal assessment verses comprehensive educational evaluation, assistive technology, and more.

 

Workshops

Upcoming Workshops through Duluth Community Ed:

DYSLEXIA:  WHAT A PARENT NEEDS TO KNOW

In this workshop students will learn the definition of dyslexia and reading difficulties including signs/symptoms, accommodations, 504 plans vs. the IEP, and the importance of the paper trail.  Discussion will also include current research, assessment, remediation, and assistive technology.

Location: Denfeld High School                                                                                          When:    Tues. Sept. 25th   ~   6:30-8:30 PM                                                                Cost:      $15.00

To register contact:  Deb Dwyer – 218-340-7393 – dwyers@boreal.org  or http://www.duluthcommunityed.org/

 

DYSGRAPHIA:  WHAT A PARENT NEEDS TO KNOW

This workshop is designed to give parents basic information to help their children succeed in writing.  Dysgraphia, sometimes called disorder of written expression, is a neurology disorder.  We will discuss how to signs/symptoms, assessment, types of remediation, accommodations and technology.  Bring a sample of your child’s writing to class.

Location: Denfeld High School                                                                                        When:    Tues. Oct. 16 ~  6:30-8:30 PM                                                                         Cost:      $15.00

To register contact:  Deb Dwyer – 218-340-7393 – dwyers@boreal.org or http://www.duluthcommunityed.org/

Leveling the Playing Field for Dyslexics

Please join me in signing this petition for Congress to level the playing field for dyslexics in education. The petition was created by the Yale Center for Dyslexia and Creativity.

Dear Deb ,

Thanks for signing our petition, “United States Congress: Legalize Dyslexia: Grant Accommodations to Dyslexic Students..”

Winning this campaign is now in your hands. We need to reach out to as many friends as we can to grow this campaign and win.

Thanks for your support,

Yale Center for Dyslexia & Creativity

Take the next step: Ask your friends to sign
SHARE THIS PETITION
Don’t just be a signer — be an organizer. Turn your signature into hundreds more by asking your friends to sign. Then they’ll ask their friends. That’s how we win.