Dyslexia

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Spring 2021

OCCR Curriculum is pleased to offer a professional development opportunity for K-5 educators. Applications for LETRS (Early Childhood, Volume 1 or Volume 2) scholarships are being accepted from April 16th, through May 15th, 2021. Scholarships awards will be announced June 1st, 2021.  LETRS (Language Essentials for Teachers of Reading and Spelling) is an in-depth professional development course for general education teachers, reading specialists/interventionists and coaches. Please access the application for more details or contact curriculum@dese.mo.gov with questions.

For information about the LETRS course content, please visit the Voyager Sopris Website.

Dyslexia Virtual Office Hour takes place on the second Wednesday of each month. Please see the link on the Curriculum page for topics and registration links. 
https://dese.mo.gov/college-career-readiness/curriculum

Please contact curriculum@dese.mo.gov or call 573-522-4003 if you have questions. Note: LETRS scholarships are separate and not related to CLSD opportunities.

 

Dyslexia Information and Other Resources

From International Dyslexia Association Website (eida.org)

 

In accordance with the recommendations of the Legislative Task Force on Dyslexia the following guidance was developed to assist LEA’s in screening and supporting students at risk for dyslexia.

 

Definition of Dyslexia

“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.” (IDA/NICHD, 2002)

 

 

Structured Literacy

Structured Literacy refers to programs that contain the following components which are evidentially proven to improve reading skills and are appropriate for all students.

Phonology. Phonology is the study of sound structure of spoken words and is a critical element of Structured Language instruction. Phonological awareness includes rhyming, counting words in spoken sentence, and clapping syllables in spoken words. An important aspect of phonological awareness is phonemic awareness or the ability to segment words into their component sounds, which are called phonemes. A phoneme is the smallest unit of sound in a given language that can be recognized as being distinct from other sounds in the language. For example, the word cap has three phonemes (/k/, /ă/, /p/), and the word clasp has five phonemes (/k/, /l/, /ă/, /s/, /p/).

Sound-Symbol Association. Once students have developed the awareness of phonemes of spoken language, they must learn how to map the phonemes to symbols or printed letters. Sound-symbol association must be taught and mastered in two directions: visual to auditory (reading) and auditory to visual (spelling). Additionally, students must master the blending of sounds and letters into words as well as the segmenting of whole words into the individual sounds. The instruction of sound-symbol associations is often referred to as phonics. Although phonics is a component of Structured Literacy, it is embedded within a rich and deep language context.

Syllable Instruction. A syllable is a unit of oral or written language with one vowel sound. Instruction includes teaching of the six basic syllable types in the English language: closed, vowel-consonant-e, open, consonant-le, r-controlled, and vowel pair. Knowledge of syllable types is an important organizing idea. By knowing the syllable type, the reader can better determine the sound of the vowel in the syllable. Syllable division rules heighten the reader’s awareness of where a long, unfamiliar word may be divided for great accuracy in reading the word.

Morphology. A morpheme is the smallest unit of meaning in the language. The Structured Literacy curriculum includes the study of base words, roots, prefixes, and suffixes. The word instructor, for example, is contains the root struct, which means to build, the prefix in, which means in or into, and the suffix or, which means one who. An instructor is one who builds knowledge in his or her students.

Syntax. Syntax is the set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. This includes grammar, sentence variation, and the mechanics of language.

Semantics. Semantics is that aspect of language concerned with meaning. The curriculum (from the beginning) must include instruction in the comprehension of written language.

Structured Literacy is distinctive in the principles that guide how critical elements are taught:

Systematic and Cumulative. Structured Literacy instruction is systematic and cumulative. Systematic means that the organization of material follows the logical order of the language. The sequence must begin with the easiest and most basic concepts and elements and progress methodically to more difficult concepts and elements. Cumulative means each step must be based on concepts previously learned.

Explicit Instruction. Structured Literacy instruction requires the deliberate teaching of all concepts with continuous student-teacher interaction. It is not assumed that students will naturally deduce these concepts on their own.

Diagnostic Teaching. The teacher must be adept at individualized instruction. That is instruction that meets a student’s needs. The instruction is based on careful and continuous assessment, both informally (for example, observation) and formally (for example, with standardized measures). The content presented must be mastered to the degree of automaticity. Automaticity is critical to freeing all the student’s attention and cognitive resources for comprehension and expression.

Research Based vs. Evidence Based programs

Although these terms are often used interchangeably they refer to distinct differences in that research based interventions and programs contain theoretical components of research. Whereas, evidence based programs have proven effective over time when implemented.

Infographic on Structured Literacy 

Dr. Sally Shaywitz video

 

 

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