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Preventing and Addressing Reading Challenges using the MA DYSLEXIA GUIDELINES�BOSTON SEPAC

PRESENTATION by Leandra Elion of The Reading Circuit, Inc. April 27, 2023

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Agenda

The Complexities of Reading
The Complexities of Dyslexia
A Comprehensive Evaluation for Dyslexia
Supporting Reading at Home

Annual Review

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September 3, 20XX

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1. Complexities of Reading

Reading IS Rocket Science

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Reading difficulties are not created equal!

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Students who experience difficulties with reading don’t struggle for the same reasons.

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The older model of how reading works in the brain.

- no fMRIs available to study brain function!

The contemporary models of the networks needed for reading.

- fMRIs used to observe real-time reading activity in the brain.

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Benefits of the Science of Reading

Equity

Improved outcomes for children

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Intention of the MA Dyslexia Guidelines

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The Guidelines are based on two important principles:

SCIENCE

IMPACT OF RESEARCH

risk factors can be detected prior to formal schooling
disrupts the wait-to-fail model
draws on evidence-based literacy practices

EQUITY

EQUAL ACCESS

consistent practices across Massachusetts
ALL students are screened
address high-quality Tier 1 literacy practices
add clarity to existing “Child Find” requirements
describe high-quality screening

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Oral language(speaking and listening) and written language (reading and writing) are different.

They are processed in the brain in different places.

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We have to be taught how to process written language.

We have to build a reading brain.

We have to connect the two different areas in the brain to build the reading circuit

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The skills required for reading

connecting the letters we see to the sounds they make
putting the letters and sounds together to make words
understanding the meaning of the words
understanding the meaning of words in sentences

needs to occur very quickly

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Timeline of Reading� from Proust and the Squid p.144

Typical timeline of reading

time, in milliseconds

This slide portrays the results from a series of studies from Zvia Breznitz at the University of Haifa.

It shows us the steps the brain of a fluent adult reader goes through to identify a single word.

50 msec the visual areas of the brain are activated to the task.
100 msec the visual areas of the brain begin to examine the features (the lines and the way the lines connect) of the letters and try to match those features to previously stored information (Hmm? What is this? Have I seen this letter before?). Like a search engine.
150 msec the visual word form area attempts to match the picture of the entire word to a stored bank of words. Words that are familiar and frequent are identified very quickly by sight.

Not until almost 300 msec that the meanings and sound of the word is accessed.

Then after 300 msec a small explosion occurs and everything that is known about the word is activated.

Further results indicate that dyslexics of all ages are slower to process at each stage by at least 50-75 msec.

Furthermore the processes engaged in the first steps (those that are activated in the first 275 msec in typical readers) can only process one word at a time.

So if that word does not move on to long-term memory within 300 msec it gets dumped.

Secade:

When we read our eyes fixate on whole words. Fixation lasts app. 150 ms. Then our eyes move on to the next word (actually a little beyond the end of the word). The movement to the next word is the secade.

In a dyslexic reader the eye movement is the same but the process is slower for them as we just explained. In a good reader one word goes out another comes in. In a dyslexic reader another word is already entering and they have not processed the first word and another word is already coming in so they generally dump the first word or attach the last part of the first word and attach it to the beginning of the 2^nd word.

Think Lucy and Ethyl-play the clip

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The Essential Aspects of a Reading Circuit�You need these 3 A’s!

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Accurate

Automatic

Access meaning

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from Jan Hasbrouck

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Paragraphs, sentences, phrases

Single words, in isolation

Individual sounds and symbols

FOUNDATION – Sublexical Layer

WALLS – Lexical Layer

ROOF – Connected Text

Reading is built up of different skills

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2. Complexities of Dyslexia

Dyslexia is not a visual problem!

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Definition of Dyslexia (p. 6, p. 10 and p.74)

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.

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Paragraphs, sentences, phrases

Single words, in isolation

Individual sounds and symbols

FOUNDATION – Sublexical Layer

WALLS – Lexical Layer

ROOF – Connected Text

Reading is built up of different skills

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OSERS (Federal) Guidance�“Dear Colleague” letter of 2015

The purpose of this letter is to clarify that there is nothing in the IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents.

…there could be situations where the child’s parents and the team of qualified professionals responsible for determining whether the child has a specific learning disability would find it helpful to include information about the specific condition (e.g., dyslexia, dyscalculia, or dysgraphia) in documenting how that condition relates to the child’s eligibility determination.

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Subtypes of Dyslexia

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MA Dyslexia Guidelines p.12

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3. Comprehensive Evaluation of Dyslexia

Using a checklist

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How do you know…�if a child has dyslexia�and�what subtype it is?

Chapter 8 of MA Dyslexia Guidelines p. 59-66

- Comprehensive Individualized Evaluation Planning p.60

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Need to look at

The aspects of reading skill

The levels at which reading skills occur

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from Jan Hasbrouck

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Paragraphs, sentences, phrases

Single words, in isolation

Individual sounds and symbols

Foundational (sublexical)

Word Level (lexical)

Connected Text

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MA Dyslexia Guidelines p. 62

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MA Dyslexia Guidelines p. 63

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What instruments should be used?

“Rather than listing individual assessment tools, this framework is designed to support the development and organization of an assessment battery” MA Dyslexia Guidelines p. 62

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Other considerations?

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MA Dyslexia Guidelines p. 61

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4. Supporting Readers at Home

What should a student with dyslexia be practicing reading with?

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Things to do at home

Oral language development is essential for successful reading comprehension.

Simple View of Reading states:

Decoding(word reading) X Listening Comprehension = Reading Comprehension

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Things to do at home

When a child is practicing reading at home, the books should have the phonics skills that have been taught.

Decodable or controlled texts build skills and confidence.

Levelled books likely have many unfamiliar words which encourages guessing

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Thank you

Questions:

Leandra Elion

Leandra@TheReadingCircuit.org

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