Education and Workforce Development

Dyslexia Awareness

Day 1

Understanding Dyslexia in Virginia

• Dyslexia is not a separate disability category in Virginia.
• It is recognized under Specific Learning Disability (SLD).
• This classification follows the Virginia Special Education Regulations.

Specific Learning Disability (SLD)

• A disorder in one or more basic psychological processes.
• Affects understanding or using spoken or written language.�

• May result in difficulty with:

-Listening�-Thinking�-Speaking�-Reading�-Writing�-Spelling�-Mathematical calculations

• Includes conditions such as:�- Perceptual disabilities�- Brain injury�- Minimal brain dysfunction�- Dyslexia�- Developmental aphasia

• The Virginia definition of dyslexia will be presented in five parts.
• A brief explanation of each part will be provided.

Part 1: Phonological Weakness

• Dyslexia is distinguished by a weakness at the phonological level.
• Students may have difficulty manipulating words, syllables, and individual sounds.
• A key phonological skill is phonemic awareness.
• Phonemic awareness is the ability to blend and segment individual sounds.

Example:

• Blending the sounds /c/ /a/ /t/ to produce the word “cat.”
• A student with dyslexia may produce “cap” instead of “cat.”
• Significant phonological weakness makes it difficult to acquire foundational reading skills.

Part 2: Neurobiological Origin

• Dyslexia is a specific learning disability with a neurobiological origin.
• Reading and language difficulties come from internal brain-based factors, not external causes.
• Scientific evidence shows differences in how the brain processes phonological information.
• Dyslexia is linked to how the brain interprets and processes language sounds.

Part 3: Reading, Spelling, and Decoding Difficulties

• Dyslexia is characterized by difficulty with accurate and/or fluent word recognition.
• It also affects spelling and decoding abilities.
• Students may struggle with:

- Decoding or sounding out words

- Reading words accurately and fluently

- Developing basic spelling skills

• These foundational literacy skills usually develop in Kindergarten–Grade 2.
• For students with dyslexia, these difficulties may continue into later grades.

Part 4: Unexpected Reading Difficulties

• Reading difficulties are linked to a phonological processing deficit.�These challenges are often unexpected compared to other abilities.

Students with dyslexia may:

• Struggle with reading
• Perform average or above average in other subjects (e.g., math)
• Difficulties are also unexpected even with effective classroom instruction.
• Students receive the same teaching as peers but still struggle with reading skills.

Part 5: Secondary Effects of Dyslexia

• Dyslexia can lead to difficulty with reading comprehension.
• Struggles with decoding words fluently and accurately can affect understanding of text.
• Because reading is harder, students may read less often.

Less reading practice can limit:

• Vocabulary growth
• Background knowledge
• This creates a cycle of less reading → less practice → weaker comprehension skills.

Meaning of the Word “Dyslexia”

• The word “dyslexia” can be broken into two parts.�“Dys” is a prefix meaning difficulty.
• “Lexia” comes from Greek and means language or words.
• So, dyslexia means difficulty with language or words.

Characteristics of Dyslexia

• Experts agree that dyslexia shows different characteristics across age groups.
• The way dyslexia appears can change from childhood to adulthood.

Dyslexia in Preschool Children

• Preschool children with dyslexia may show early language and learning differences.
• Possible characteristics include:�-Late learning to talk�- Slow vocabulary development�- Inconsistent memory for words�

- Difficulty following directions�- Mispronouncing words and names�- Poor recall of letter sounds�- Slow to learn alphabet letters (names and shapes)

Dyslexia in Kindergarten & First Grade

• Difficulty producing rhyming words
• Trouble identifying and manipulating speech sounds (phonemic awareness)
• Difficulty remembering and quickly naming letters
• Difficulty recalling the sounds that letters represent
• Trouble recognizing common sight words automatically

• Difficulty using letter sounds to spell simple words
• Reading skills develop more slowly than their peers
• Continue to struggle with basic reading and spelling skills
• May become frustrated or anxious about reading
• May avoid reading activities because they recognize their difficulties�

• Key Point: Early identification and support can help children with dyslexia build strong reading skills and confidence.

Dyslexia in Second & Third Grade

• Students may learn some reading skills but continue to struggle with reading, writing, and spelling
• Difficulty recognizing sight words automatically
• Trouble sounding out and decoding unfamiliar words

Spelling difficulties may include:

• Leaving out sounds in words
• Using incorrect letters to represent sounds
• Misspelling common sight words (e.g., said, that, why)
• Reading and spelling skills may develop more slowly than their peers
• Students may continue to need additional support and instruction

Key Point: Students with dyslexia may make progress, but they often continue to experience challenges with accurate and fluent reading and spelling.

Dyslexia in Upper Elementary Grades

• Students may continue to show signs of dyslexia even after receiving appropriate instruction and support
• Reading difficulties may still affect reading fluency and accuracy
• Students may struggle with reading aloud smoothly and quickly
• One-minute oral reading tests can help identify reading fluency difficulties

• Slow, hesitant, or inaccurate reading may indicate ongoing challenges with dyslexia
• Students may need continued support and targeted interventions to improve reading skills��Key Point: With effective instruction and support, students with dyslexia can continue to improve, but some reading challenges may remain.

Dyslexia in Middle & High School Students

• Continue to experience reading difficulties despite support and instruction�Read at a slower rate than their peers�May need more time to complete reading assignments and schoolwork�May struggle with:�Note-taking�Time management�Organization�Benefit from continued support and learning strategies

• May struggle with:

1.Note-taking

2.Time management

3.Organization�-Benefit from continued support and learning strategies

Dyslexia in College Students

• College students with dyslexia may need accommodations for slow reading speed, note-taking challenges, and difficulties with written expression.

Dyslexia Affects Each Student Differently

• Students with dyslexia are not all the same
• The severity of challenges can vary from student to student
• The length of time difficulties continue may be different for everyone
• Students respond differently to evidence-based instruction and interventions
• Each student needs individualized support based on their needs

Day 2

Screening of Students with Potential Reading Problems

• 1997: Virginia established the Early Intervention Reading Initiative (EIRI).�Purpose: Identify students who are at risk for reading difficulties.�Process: Use early screening and identification to find students who need support.�Goal: Reduce reading problems by providing early intervention.

• PALS-K (Phonological Awareness Literacy Screening) was developed as part of the Early Intervention Reading Initiative (EIRI).
• It is a screening tool used in Virginia kindergartens.�The purpose of PALS-K is to identify students who may be at risk for reading difficulties.
• Early identification helps teachers provide appropriate support and reading interventions.

• PALS-K is a reliable and effective screening tool for identifying students who may have reading difficulties, including dyslexia.
• It measures important early reading skills, such as:�Phonemic awareness (understanding and working with sounds in words)�

• Alphabet knowledge (recognizing letters and their sounds)�These skills are strong indicators of future reading success.
• Researchers suggest adding Rapid Automatized Naming (RAN) to the screening process.�RAN measures how quickly students can name familiar objects, pictures, letters, numbers, or symbols aloud.

• PALS 1-3 and PALS Plus are reading screening tools used for students in 1st through 8th grade.
• They help identify students who may be at risk for reading difficulties.
• Early identification allows teachers to provide appropriate reading support and interventions.

• Students who score below the benchmark on screening tools such as PALS-K may need additional support.
• These students receive reading interventions to improve foundational reading skills.
• Interventions focus on areas where students show reading skill difficulties.
• The local school division determines which intervention methods and supports are provided.

• If an intervention does not work, the student may need more support.�A parent, teacher, or legal guardian can request an evaluation if they suspect a disability.�The referral can be made by speaking to the special education administrator or submitting it in writing.�The purpose of the referral is to determine whether the student qualifies for special education services.

• Not all students with dyslexia will qualify for special education services.
• Eligibility depends on whether the student meets the criteria for a Specific Learning Disability (SLD).
• Some students with dyslexia may qualify for a 504 Plan to receive accommodations and support.
• Some students with dyslexia may not qualify for either special education or a 504 Plan.
• For more information about special education or 504 Plan processes, contact your local school division.

Evidence based Intervention

• In Virginia, evidence-based interventions for students with dyslexia begin in kindergarten through Tier 1 core instruction.
• Core reading instruction includes the five essential components of reading identified by the National Reading Panel (NRP):
• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

• The Virginia Standards of Learning (SOL) provide a structured approach to teaching phonemic awareness and phonics from kindergarten through 2nd grade.
• This instruction helps students develop early reading, writing, and spelling skills.
• Students identified with reading disabilities, such as dyslexia, receive explicit and systematic instruction in phonemic awareness and phonics.
• This targeted instruction helps address the phonological difficulties that are often associated with dyslexia.

• Evidence-based interventions provide students with support to improve reading, writing, and spelling skills.
• Specially designed instruction targets students’ specific learning needs and challenges.
• The goal is to strengthen foundational literacy skills and help students become more successful readers and writers.

• Structured Literacy is an evidence-based approach recommended by the International Dyslexia Association (IDA) and other organizations focused on dyslexia support.
• It provides specially designed instruction to meet the needs of students with dyslexia.
• Structured Literacy focuses on teaching reading, writing, and spelling skills in a clear and organized way.
• It uses instructional practices that are designed to address the specific challenges students with dyslexia may experience.

1.Phonology

• Dyslexia is a learning disability related to difficulties with phonological processing.
• Students with dyslexia may have challenges identifying and manipulating sounds in sentences, syllables, and words.
• Phonological skills include phonemic awareness, which helps students understand and work with sounds in language.
• These skills are the foundation for early reading and spelling success.�Foundational reading skills are taught during preschool, kindergarten, and first grade.

2. Sound Symbol Relationship

• Students with dyslexia often need direct instruction in connecting sounds with letters or letter combinations.
• Students learn to match a symbol (letter) with its correct sound.�Example: When a student sees the letter “K,” they know to produce the /k/ sound.
• Quickly connecting sounds to letters helps students blend sounds together to read words.
• Sound-symbol instruction begins in kindergarten and continues through 2nd and 3rd grade as students learn more advanced vowel patterns.

3.Syllabication

• As students become stronger readers, they begin to encounter longer, multisyllabic words.
• Students with dyslexia may benefit from a strategy called syllabication.
• Syllabication is a decoding strategy that helps students break words into smaller syllable parts.
• This strategy helps students identify syllable patterns and types to read unfamiliar words.
• It supports students in reading and spelling complex words more accurately and efficiently.

4.Morphology

• Morphology is the study of the smallest parts of words that have meaning.
• Students learn to break words into meaningful parts, such as:�Roots�Morphemes�Prefixes and suffixes

• Example:

The word “instructor” includes:�“struct” = Latin root meaning “to build”�“in-” = prefix meaning “in” or “into”�“-or” = suffix meaning “one who”

• Understanding word parts helps students with dyslexia:�Decode unfamiliar words�Build vocabulary�Become more efficient readers
• In Virginia, instruction on common prefixes and suffixes begins in 2nd grade as part of core instruction.

5.Semantics & Syntax

• Semantics and syntax are important parts of structured literacy instruction and are taught across all content areas.
• Syntax refers to the rules that determine the order and function of words in a sentence.
• Example: “Mary rode in the car” has the correct word order.�“In Mary the car rode” does not make sense because the word order is incorrect.�

• Semantics refers to understanding the meaning of words, sentences, and written language.
• Teaching syntax and semantics helps students improve language understanding and reading comprehension.

1.Explicit and Direct

• Explicit and direct instruction means teachers clearly explain and intentionally teach new concepts.
• Teachers provide continuous interaction with students during instruction.
• Teachers explain the rules and patterns of reading and spelling step by step.
• Example: When teaching spelling rules, teachers explain that:�In some one-syllable words with a short vowel ending in F, L, S, or sometimes C, the final consonant is doubled.�This is why we spell the word “pass” with two S’s.

2.Systematic and sequential

• Systematic and sequential instruction means teachers organize lessons in a clear and logical order.
• Teachers use a predictable lesson structure, so students know what to expect.�Skills are taught in a progression from simple concepts to more complex concepts.
• Students first learn basic reading and spelling skills, such as:
• Reading and spelling three-letter words with short vowel sounds (example: “bug”).
• After mastering basic skills, students move to more advanced patterns, such as:�Reading and spelling longer words with complex vowel patterns (example: “oyster”).

3.Cumulative

• Cumulative review means teachers regularly review previously taught skills to provide extra practice and reinforcement.
• Reviewing past skills helps students build confidence and achieve mastery.
• Teachers include regular practice of skills students have already learned.�Example:
• A teacher reviews previously taught letter sounds every day to help students remember and apply them successfully.

4.Multisensory

• Multisensory instruction is an important part of Structured Literacy.�It uses different learning methods, including:�Visual (seeing)�Auditory (hearing)�Kinesthetic (movement)�Tactile (touch)
• Using multiple senses helps students better understand and remember new concepts.�Example:�When learning letters, students say the letter name, say the sound, and trace the letter at the same time.

5.Diagnostic

• Diagnostic instruction means teachers use ongoing assessments to understand students’ learning needs.
• Teachers monitor student progress and adjust instruction based on what students need.
• Teachers record mistakes or challenges to guide future lessons.�Example:�If a student reads “dug” instead of “dig,” the teacher notes the error and provides additional practice with short vowel sounds (short U and short I).

6.Progress Monitoring

• Frequent assessment and progress monitoring help teachers check students’ learning and growth.
• Teachers regularly evaluate student performance to ensure they are mastering new concepts.
• Formative assessments can be used to monitor progress, such as:�Word lists�Running records�Example:�Teachers may assess students weekly to track reading skills and provide support when needed.

Day 3

• Structured Literacy supports the development of important reading skills, including:�Vocabulary — learning and understanding new words.�Comprehension — understanding and making meaning from text.�Fluency — reading accurately, smoothly, and at an appropriate pace.�These skills help students become more confident and successful readers.

• Structured Literacy instruction can be provided based on a student’s individual needs and the severity of their disability.
• Instruction may be delivered in different settings:�One-on-one instruction�Small group instruction�Whole group instruction
• Structured Literacy can be implemented in both:�General education classrooms�Special education classrooms

• Accommodations help students learn by changing how they access or show what they know, without changing what they are expected to learn.
• Assistive Technology (AT) includes tools, devices, or apps that help students learn more independently.�

• Accommodations and AT are based on each student’s individual needs.
• These supports may be included in a student’s IEP or 504 Plan.
• The goal is to give students equal access to learning and help them succeed in the classroom.

Examples of Accommodation

• Extended Time: Give students extra time to complete assignments, tests, or activities when needed.
• Chunking Tasks: Break longer assignments or activities into smaller, manageable parts.�Students with dyslexia may need more time because reading and processing information can take longer.�

• Long reading or decoding tasks can cause fatigue and reduce focus.
• Shorter work periods with breaks can help students stay engaged and successful.
• These accommodations help students demonstrate their knowledge without being limited by processing speed.

• Graphic Organizers: Use visual tools to organize information, ideas, and concepts.�Graphic organizers reduce the amount of text and make connections easier to understand.
• Pre-Teach Vocabulary: Introduce important words before the lesson begins.�Learning key vocabulary ahead of time helps students understand reading and classroom discussions.�

• These accommodations support students with dyslexia by making new content easier to access and understand.

Providing Lecture Notes (Presentation Accommodation)�

• Students with dyslexia may find note-taking difficult.
• Writing and spelling at the same time can take extra effort.
• Providing notes before class helps students focus on learning.
• Students can listen instead of worrying about writing everything down.
• This reduces cognitive load and improves understanding.

Read Aloud (Presentation Accommodation)�

• Reading aloud can support students with dyslexia.
• It reduces the need to decode difficult words.�Students can focus on understanding the lesson instead of struggling to read.
• Especially helpful in content classes like science and social studies.

• Some students may need the entire text read aloud, depending on their needs.
• Read-aloud accommodations may not be allowed on some state or national assessments.

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Setting and Response Accommodations

Setting Accommodations:�- Provide a quiet room with fewer distractions.�- Allow students to use a study carrel or private workspace.�- Provide preferential seating (for example, sitting closer to the teacher).�

Response Accommodations:�- Allow students to give verbal answers instead of written responses.

- Allow students to dictate answers to a scribe.�- Provide different ways for students to show what they know.

Assistive Technology (AT)

• Assistive technology helps students with disabilities learn and participate more independently.
• It can be a device, tool, equipment, or product system.�It may be:�Purchased commercially (ready-made tools)�Modified to meet a student’s needs�Customized for an individual student

• Assistive technology helps maintain or improve a student’s abilities and skills.
• It supports students in accessing education and completing tasks.

Assistive Technology Example: Electronic Graphic Organizers

• Electronic graphic organizers help students organize ideas and information visually.�They can include:�- Text�- Pictures�- Diagrams or charts
• Students can access them using technology such as:�- Laptops�- Tablets

• They support students with dyslexia by making information easier to understand and organize.
• They combine the benefits of an instructional tool with the support of technology.
• They can be used across different subjects, including writing assignments.

Assistive Technology Example: Word Prediction Software

• Word prediction software helps students who have difficulty with writing.
• It suggests possible words as the student types the first few letters.
• It supports students who struggle with spelling.�It can help students write more accurately and efficiently.�

• For some students with dyslexia, it can reduce the challenges of spelling and writing.
• It allows students to focus more on expressing their ideas.

Other Assistive Technology Tools for Students with Dyslexia�

• Assistive technology provides tools that help students access learning more independently.
• Different tools support different areas, including:�- Reading�- Writing�- Spelling�- Organization
• Technology should be selected based on each student’s individual needs.
• These tools help students focus on learning instead of the challenges caused by dyslexia.

Text-to-Speech Software

• Text-to-speech software reads digital text aloud to students.
• It helps students who struggle with reading fluency and word recognition.
• Students can listen to text while following along visually.
• It allows students to focus on understanding the content.
• Examples include digital readers, audiobooks, and reading apps.�

Speech-to-Text Software

• Speech-to-text software converts spoken words into written text.
• It supports students who have difficulty with handwriting, spelling, or writing speed.
• Students can express their ideas without focusing on writing mechanics.�It can help with:�- Essays�- Assignments�- Written responses

Audiobooks and Digital Text

• Audiobooks provide access to books through listening.
• Digital text can be adjusted to meet student needs.�Students may use features such as:�- Adjustable font size�- Highlighting�- Read-aloud options
• These tools support reading comprehension and independence.

Electronic Graphic Organizers (Review/Connection)

• Help students organize thoughts and information visually.�Allow students to combine:�- Words�- Pictures�- Concepts
• Support planning before writing.
• Can be used across subjects.�

Assistive Technology Supports Independence

• Assistive technology helps students become more independent learners.
• It reduces barriers caused by reading and writing difficulties.�Technology does not replace instruction; it provides additional support.
• The goal is to help students successfully participate in classroom activities.

Evidence-Based Instruction for Students with Dyslexia

Effective Instruction for Students with Dyslexia

• Students with dyslexia benefit from explicit and systematic instruction.�Instruction should be:�- Structured�- Sequential�- Cumulative�- Multisensory
• Teachers provide direct instruction and guided practice.��

Components of Structured Literacy

• Structured literacy focuses on the key skills needed for reading success.�It includes instruction in:
• Phonological awareness�- Phonics�- Fluency�- Vocabulary�- Reading comprehension
• Skills are taught in a logical sequence.�

Multisensory Instruction

• Multisensory instruction uses multiple senses during learning.�Students may use:�- Seeing�- Hearing�- Speaking�- Touching or movement
• It helps students make stronger connections between sounds and letters.

Classroom Accommodations for Students with Dyslexia�

• Accommodations provide access to learning without changing the learning goal.�Examples include:�- Extended time�- Copies of notes�- Read-aloud support�- Reduced distractions�- Alternative ways to respond�- Assistive technology

Supporting Students with Dyslexia

• Recognize student strengths and abilities.
• Provide appropriate instruction and accommodations.
• Encourage confidence and independence.
• Create a supportive and inclusive classroom environment.
• Collaborate with families, teachers, and specialists.

The End