Resource Directory 2010 - The Houston Branch of the International

Transcription

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TABLE OF CONTENTS
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GENERAL SECTION
1
2
3
4
5
8
Table of Contents
IDA and HBIDA Information
IDA Membership
IDA Membership Information
Article: Dyslexia Basics...........................................................................From The International Dyslexia Association
Article: Dysgrapha: More Than Just Bad Handwriting................................................................... By Voice of America
PARENT SECTION
9 Article: Understanding the Special Education Process...................................................................By The Pacer Center
12 Article: Is My Child Dyslexic?.................................................................From The International Dyslexia Association
14 Article: Reading Worrier.....................................................................................................................By Maryanne Wolf
.
SERVICE PROVIDERS
16 Physicians, Schools, Speech-Language Pathology, Assessment and Therapy, Educational Services, Psychological
Assessment and Counseling
TEACHER SECTION
28 Article: Home Literacy Environment Checklist.........................................................................From Get Ready to Read
30 Article: Multisensory Structured Language Teaching................................From The International Dyslexia Association
34 Article: Dyslexia and High School....................................................................................................By Melinda Pongrey
APPENDIX
37
38
39
40
Service Provider Directory
Websites
Literary Sources
History of the Houston Branch
The Houston Branch of The International Dyslexia Association 2010 Resource Directory
1
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THE INTERNATIONAL DYSLEXIA ASSOCIATION
2010 IDA Executive Committee
2I¿FHUV([HFXWLYH&RPPLWWHH
Guinevere F. Eden, Ph.D., President
G. Emerson Dickman, J.D., Immediate Past President
Thomas E. McDonough, M.Ed., Secretary
Ben Shifrin, M.Ed., Treasurer
³
Susan Lowell, M.A., Vice President
Louisa Moats, Ed.D., Vice President
Eric Q. Tridas, M.D., Vice President
Carolyn Blackwood, Chair, Branch Council Executive
Committee
2010 HBIDA Board of Directors
Jim Carter, MA, CCC, SLP, President
Carter Crain, J.D., Vice President
Jim Wills, Treasurer
Jessica Harris, CALT, Recording Secretary
Jenifer Aguilar, MS, CCC, SLP,
Corresponding Secretary
Directors
Kim Anderson, CALT
Michelle Beard, Ph.D.
Sandy Colt, CALT
Karene Groesbeck, CALT
Cathy Guttentag, Ph.D.
Hazel L. Hewitt, MA, CCC, SLP
Janet Lenhart, CALT
Jennifer Medearis, M.Ed.
Margaret Noecker
Nancy J. Peiser, MA, CCC, SLP
Teri Peterson
Dee Ann Rogers
Barb White, M.Ed., CALT
Elaine Whitley, CALT
Mary Hammons Yarus, M.Ed. CALT
Advisory Board
Lyle Cadenhead, Ph.D.
Peggy Wyatt Engman, MS, CCC, SLP
Regina Boulware-Gooden, Ph.D.
Larissa Fernandes
Teresa Grimm, Ph.D.
Jim Hippard, J.D.
Melinda Overstreet
Georgia Stewart
Rheaa Thompson
Jennifer Thompson Sen
Sid (Trey) Weiss
Carole Wills
Regional Group Representatives
Golden Triangle
Jeanette Davis
Brazos Valley
Sandra Strong
International Board Members
Suzanne Carreker
R. Malatesha Joshi, Ph.D.
IDA Nominating Committee
Cathy Lorino
Website
Helpline
(832) 282-7154
www.houstonida.org
Mission Statement of The International Dyslexia Association
• The International Dyslexia Association (IDA) is an international organization that concerns itself with the complex
issues of dyslexia. The IDA membership consists of a variety of professionals in partnership with dyslexics and their
families.
• We believe all individuals have the right to achieve their potential, that individual learning abilities can be strengthened
and that social, educational, and cultural barriers to language acquisition and use must be removed.
• The IDA actively promotes effective teaching approaches and related clinical educational intervention strategies for
individuals with dyslexia.
• We support and encourage interdisciplinary study and research. We facilitate the exploration of the causes and early
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The International Dyslexia Association
40 York Road, 4th Floor, Baltimore, Maryland 21204-5202
410-296-0232 • FAX 410-321-5069 • Internet: http://www.interdys.org • email: [email protected]
Branches of the International Dyslexia Association
Arizona • California (Central, Inland Empire, Los Angeles, Northern CA, Orange Co., San Diego) • Canada • Colorado • DC Capital • Florida • Georgia • Hawaii
• Illinois • Indiana • Iowa • Kansas (KS/W. MO) • Louisiana • Maryland • Michigan • Mississippi • Nebraska • New England Area (CT, ME, MA, RI, VT) • New
Jersey • New York (Buffalo, New York, Suffolk) • North Carolina • Ohio (Central, Northern, Ohio Valley) • Oregon • Pennsylvania • South Carolina • Southwest
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Philippines • Czech Republic
2
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IDA MEMBERSHIPS
³
Join the
International Dyslexia
Association
BENEFITS OF MEMBERSHIP:
• Perspectives$TXDUWHUO\SHULRGLFDOFRQWDLQLQJDUWLFOHVDXWKRUHGE\SURIHVVLRQDOVLQWKH¿HOG
•
•
•
•
•
•
•
•
including a special section for parents
Annals of Dyslexia: A yearly peer-reviewed journal
Discounts on most other IDA publications
$I¿OLDWLRQ with one of IDA’s local branches (over 45 locations in the U.S. and Canada)
Access to a network of professionals
Discounts on IDA conferences and workshops
Listing in IDA’s Referral for Services Database (when applicable)
Special notices of timely information
Advertising RSSRUWXQLWLHVIRU³1RQ3UR¿W´DQG³)RU3UR¿W´RUJDQL]DWLRQV
Family Membership:
Family membership is available to adults and children under 18 years of age who, together,
reside in a household unit. Discounts apply to all family members who meet these criteria.
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Members receive ¿YHFRSLHVRI$QQDOVDQG¿YHFRSLHVRIHDFKLVVXHRI3HUVSHFWLYHVDQG
one $100.00 voucher annually toward international conference registrations. All faculty/
staff receive the member discount for IDA conferences/workshops.
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Members may utilize IDA’s mailing list annually up to 2,500. (Guidelines apply.)
&RUSRUDWH/HYHO,,)RU3UR¿W
Members also have the opportunity to access IDA’s entire mailing list annually.
(Guidelines apply.)
CONTACT IDA HEADQUARTERS FOR ADDITIONAL DETAILS OF MEMBER BENEFITS
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“The happiest life is that
which constantly exercises
and educates what is best in
us.”
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IDA MEMBERSHIP REGISTRATION
Name:_____________________________________________________________________________
Organization:________________________________________________________________________
Address: ___________________________________________________________________________
City: ______________________________State: _______ Zip: __________ Country: ______________
E-mail: ________________________________________ YEAR you were born:___________________
Telephone (Work)_________________ Telephone (Home)___________________Fax: ________________
Dyslexic Family Member? (if applicable): Spouse Self Child Sibling Friend
CATEGORY:
PROFESSIONAL INTEREST:
YES, I would like to register/renew my membership in IDA
at the membership level checked: (check one only)
Individual
Individual/Sustaining
Individual/Supporting
Family
Institutional
Lifetime
&RUSRUDWH²/HYHO &RUSRUDWH²/HYHO College Student
Retired
Promoting literacy through research, education, and advocacy. TM
$70
$150
$300
$110
$395
$2000
$40
$45
,Q Annals of Dyslexia and the
Journal of Reading & Writing will be
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including downloadable archive issues
back to 1960.
The print edition of Annals³WZR
YROXPHVSHU\HDU³ZLOOFRQWLQXHWREH
available to IDA members for a fee of
$15 per year.
Check here if you would like to
receive Annals in print format and
please add $15 to your membership
payment below.
MEMBERSHIP BENEFITS:
Please check the ONE category that BEST describes your occupation or
professional interest:
Advocate
Attorney
College Student
Corporation/Organization
Educational Administrator
Educational Diagnostician
Special Education Teacher
Teacher/Elementary or Secondary
Teacher/Post-Secondary
Parent
Physician
PERSPECTIVES:,'$·VTXDUWHUO\SXEOLFDWLRQGLVFXVVLQJEHVWSUDFWLFHVFXUULFXOXP
PHWKRGVFDVHVWXGLHVDQGILUVWSHUVRQDSSOLFDWLRQRI06/WHFKQLTXHV
ANNALS OF DYSLEXIA: ,'$·VVHPLDQQXDOMRXUQDORIWKHODWHVWSHHUUHYLHZHG
dyslexia research. Available online or as optional printed editions (2 volumes/yr).
Members also have free online access to the JOURNAL OF READING AND WRITING.
LOCAL BRANCH AFFILIATION: Membership in any one of 47 IDA Local
Branches throughout the U.S. or Canada.
PUBLICATION DISCOUNTS: Member-only pricing discounts on LD-related
publications purchased through the IDA Online Bookstore.
Psychiatrist
Psychologist
Reading Specialist
Researcher/Educational
Researcher/Medical
Speech-Language Pathologist
Tutor-Certified/ Ed. Therapist
Tutor-Trainee
Other ____________
BRANCH NEWSLETTER:/DWHVWLQIRUPDWLRQZRUNVKRSVDQGFRPPXQLW\EDVHG
information from your local Branch.
IDA CONFERENCE: Discounted rates on IDA Annual Conference.
IDA SERVICE PROVIDER DATABASE: IDA receives hundreds of calls and
HPDLOVHDFKPRQWKIURPLQGLYLGXDOVDQGSDUHQWVUHTXHVWLQJ/'UHVRXUFHVLQWKHLUORFDO
FRPPXQLWLHV$VDVHUYLFHSURYLGHU\RXUFRQWDFWLQIRUPDWLRQFDQEHLQFOXGHGLQWKLV
global referral database. Check the box to be included in the database and receive an
application for registration.
031507
PAYMENT:
Check Enclosed (payable to The International Dyslexia Association)
AMEX VISA MASTERCARD DISCOVER
CREDIT CARD #: _______________________________ EXP. DATE: ______
MEMBERSHIP FEE: joining UHQHZLQJ«««««$ ____________
NAME ON CARD: _____________________________________________
Annals of Dyslexia PRINT EDITION: RSWLRQDO««$____________
BILLING ADDRESS ZIP CODE: ____________________________________
TOTAL WITH THIS APPLICATION «««««««««««« $ ___________
SIGNATURE: ________________________________________________
THE INTERNATIONAL DYSLEXIA ASSOCIATION 40 York Road 4th Floor %DOWLPRUH0' Telephone: (410) 296-0232 Fax: (410) 321-5069 [email protected]
4
15
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DYSLEXIA BASICS
many more people – perhaps as many as 1520% of the population as a whole – have some
of the symptoms of dyslexia, including slow or
inaccurate reading, poor spelling, poor writing, or
mixing up similar words. Not all of these will
qualify for special education, but they are likely to
struggle with many aspects of academic learning
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instruction in reading, writing, and language.
What is dyslexia?
Dyslexia is a language-based learning disability.
Dyslexia refers to a cluster of symptoms, which
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language skills, particularly reading. Students
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other language skills such as spelling, writing, and
pronouncing words. Dyslexia affects individuals
throughout their lives; however, its impact can
change at different stages in a person’s life. It
is referred to as a learning disability because
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succeed academically in the typical instructional
environment, and in its more severe forms, will
qualify a student for special education, special
accommodations, or extra support services.
Dyslexia occurs in people of all backgrounds and
intellectual levels. People who are very bright
can be dyslexic. They are often capable or even
gifted in areas that do not require strong language
skills, such as art, computer science, design,
drama, electronics, math, mechanics, music,
physics, sales, and sports.
In addition, dyslexia runs in families; dyslexic
parents are very likely to have children who are
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early in their lives, but for others, their dyslexia
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What causes dyslexia?
The exact causes of dyslexia are still not
completely clear but anatomical and brain
imagery studies show differences in the way the
brain of a dyslexic person develops and functions.
Moreover, most people with dyslexia have been
found to have problems with identifying the
separate speech sounds within a word and/or
learning how letters represent those sounds, a
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is not due to either lack of intelligence or desire
to learn; with appropriate teaching methods,
dyslexics can learn successfully.
What are the effects of dyslexia?
The impact that dyslexia has is different for
each person and depends on the severity of the
condition and the effectiveness of instruction or
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writing. Some dyslexics manage to learn early
reading and spelling tasks, especially with
How widespread is dyslexia?
About 13-14% of the school
population nationwide has a
handicapping condition that
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education.
Current studies
indicate that one-half of all
the students who qualify for
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as having a learning disability
(LD) (6-7%).
About 85%
of those LD students have a
primary learning disability
in reading and language
processing.
Nevertheless,
5
GENERAL SECTION
³
From The Inernational Dyslexia Association
GENERAL SECTION
include receptive (listening) and expressive
language skills, phonological skills including
phonemic awareness, and also a student’s ability
to rapidly name letters and names. A student’s
ability to read lists of words in isolation, as well
as words in context, should also be assessed. If
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readers, an individualized intervention plan should
be developed, which should include appropriate
accommodations, such as extended time. The
testing can be conducted by trained school or
outside specialists. (See the Testing for Dyslexia
Fact Sheet for more information.)
excellent instruction, but later experience their
most debilitating problems when more complex
language skills are required, such as grammar,
understanding textbook material, and writing
essays.
People with dyslexia can also have problems
with spoken language, even after they have been
exposed to good language models in their homes
and good language instruction in school. They
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or to fully comprehend what others mean when
they speak. Such language problems are often
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problems in school, in the workplace, and relating
to other people. The effects of dyslexia reach well
beyond the classroom.
What are the signs of dyslexia?
The problems displayed by individuals with
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using written language. It is a myth that dyslexic
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can look quite jumbled at times because students
have trouble remembering letter symbols for
sounds and forming memories for words. Other
problems experienced by dyslexics include the
following:
• Learning to speak
• Learning letters and their sounds
• Organizing written and spoken language
• Memorizing number facts
• Reading quickly enough to comprehend
• Persisting with and comprehending longer
reading assignments
• Spelling
• Learning a foreign language
• Correctly doing math operations
Dyslexia can also affect a person’s self-image.
Students with dyslexia often end up feeling
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After experiencing a great deal of stress due
to academic problems, a student may become
discouraged about continuing in school.
How is dyslexia diagnosed?
Schools may use a new process called Response
to Intervention (RTI) to identify children with
learning disabilities. Under an RTI model, schools
provide those children not readily progressing
with the acquisition of critical early literacy skills
with intensive and individualized supplemental
reading instruction. If a student’s learning does not
accelerate enough with supplemental instruction
to reach the established grade-level benchmarks,
and other kinds of developmental disorders are
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disabled in reading. The majority of students
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probably qualify for special education services.
Schools are encouraged to begin screening
children in kindergarten to identify any child
who exhibits the early signs of potential reading
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skills are dyslexic. Formal testing of reading,
language, and writing skills is the only way to
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How is dyslexia treated?
Dyslexia is a life-long condition. With proper
help, many people with dyslexia can learn to read
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is the key to helping dyslexics achieve in school
and in life. Most people with dyslexia need help
from a teacher, tutor, or therapist specially trained
in using a multisensory, structured language
approach. It is important for these individuals to
be taught by a systematic and explicit method that
involves several senses (hearing, seeing, touching)
For children and adults who do not go through
this RTI process, an evaluation to formally
diagnose dyslexia is needed. Such an evaluation
traditionally has included intellectual and
academic achievement testing, as well as an
assessment of the critical underlying language
skills that are closely linked to dyslexia. These
6
What are the rights of a dyslexic person?
The Individuals with Disabilities Education Act
2004 (IDEA), Section 504 of the Rehabilitation
Act of 1973, and the Americans with Disabilities
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These individuals are legally entitled to special
Schools can implement academic accommo- services to help them overcome and accommodate
GDWLRQVDQGPRGL¿FDWLRQVWRKHOSG\VOH[LFVWXGHQWV their learning problems. Such services include
succeed. For example, a student with dyslexia education programs designed to meet the needs of
can be given extra time to complete tasks, help these students. The Acts also protect people with
with taking notes, and work assignments that are dyslexia against unfair and illegal discrimination.
PRGL¿HGDSSURSULDWHO\7HDFKHUVFDQJLYHWDSHG
tests or allow dyslexic students to use alternative
PHDQVRIDVVHVVPHQW6WXGHQWVFDQEHQH¿WIURP © 2008, The International Dyslexia Association
listening to books on tape and using the computer (IDA).
for text reading programs and for writing.
Originally provided by The International Dyslexia
Association, 40 York Road, Fourth Floor,
Students may also need help with emotional Baltimore, MD 21204, 410-296-0232, www.
issues that sometimes arise as a consequence of interdys.org.
“It is not enough to take steps
which may some day lead
to a goal; each step must be
itself a goal and a step likewise.”
-Johann Wolfgang von
Goethe
7
GENERAL SECTION
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can help students cope with their struggles.
at the same time. Many individuals with dyslexia
need one-on-one help so that they can move
forward at their own pace. In addition, students
with dyslexia often need a great deal of structured
practice and immediate, corrective feedback
to develop automatic word recognition skills.
When students with dyslexia receive academic
therapy outside of school, the therapist should
work closely with classroom teachers, special
education providers, and other school personnel.
GENERAL SECTION
³
DYSGRAPHIA:
³
MORE THAN JUST BAD HANDWRITING
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Dysgraphia is a learning disability that affects
writing.
Children can try a writing aid like a thick pencil to
see if that helps. Schools can also provide simple
interventions like more time to complete writing
activities or assistance from a note taker. Teachers could have students with dysgraphia take tests
by speaking the answers into a recorder, or type
their work instead of writing it.
Writing is not an easy skill. Not only does it
require the ability to organize and express ideas
in the mind, it also requires the ability to get the
PXVFOHV LQ WKH KDQGV DQG ¿QJHUV WR IRUP WKRVH
ideas, letter by letter, on paper.
Children with dysgraphia might be able to avoid
the problems of handwriting by using a computer.
Yet experts say they could still gain from special
instruction to help them organize their thoughts
and put them into writing. Such skills become
more important as children get older and schoolZRUNEHFRPHVPRUHGLI¿FXOW
Experts say teachers and parents should suspect
dysgraphia if a child’s handwriting is unusually
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incorrectly. Capital letters might be in the wrong
places. The child’s hand, body or paper might be
in a strange position. These can all be signs of
dysgraphia. Spelling problems can also be related
to the disorder.
For more information on dysgraphia, go to:
Many people have poor handwriting, but
dysgraphia is more serious. Dysgraphia is a neurological disorder that generally appears when
FKLOGUHQ DUH ¿UVW OHDUQLQJ WR ZULWH :ULWLQJ E\
hand can be physically painful for people who
have it. There are different kinds of dysgraphia.
And it can appear with other learning disabilities,
especially involving language.
Experts are not sure what causes it. But they say
early treatment can help prevent or reduce many
problems. For example, special exercises can
increase strength in the hands and improve muscle
memory. This is training muscles to remember
the shapes of letters and numbers.
What is Dysgraphia?
http://www.ldonline.org/article/12770
Also visit our Writing & Spelling section.
http://www.ldonline.org/indepth/writing
Steinbach, Nancy (Writer) and Ember, Steve
(Reporter). (2008, Feb. 6). Dysgraphia: More
Than Just Bad Handwriting. Voice of America.
©2008 WETA. All Rights Reserved.
This version provided by LDOnline.org.
h t t p : / / w w w. l d o n l i n e . o rg / a r t i c l e /
24163?theme=print
8
UNDERSTANDING THE SPECIAL EDUCATION PROCESS
³
UNDERSTANDING
THE
By The PACER Center (2007)
³
SPECIAL EDUCATION PROCESS
An Overview for Parents
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The chart below offers an overview of
The chart below offers an overview of the special
the special education process. It is not
education process. It is not designed to show all
designed to show all steps or the specific
VWHSVRUWKHVSHFL¿FGHWDLOV,WVKRZVZKDWKDSshows
what is
happens
from
pensdetails.
from theIt time
a child
referred
for the
evaluatime a child is referred for evaluation
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and is identified
as having
a disability,
the development
of an
individualized
education
through
the
development
of
an
program (IEP).
individualized education program (IEP).
The process begins when someone (school staff,
The process begins when someone
parents, etc.) makes a referral for an initial evalu(schoolAn
staff,
parents, etc.)
makes
a
ation.
explanation
of each
numbered
area folreferral
for
an
initial
evaluation.
An
lows the chart.
explanation of each numbered area
follows the chart.
Parents, school district, staff or others
request an evaluation; parents agree in
writing.
(1)
Not eligible.
(2)
(3)
Eligible for services.
(4)
a) IEP developed.
b) Placement determined.
(Might be two meetings.)
Parents disagree.
(5)
(6)
Parents agree.
(7)
Annual IEP Meeting.
Parents disagree.
(8)
(9)
Parents agree.
(10)
9
PARENT SECTION
Evaluation completed.
Eligibility decision.
How the Process Works
Educational Evaluation (IEE). Someone
who does not work for the school district
completes the IEE. The school district must
pay for the IEE or show at an impartial due
process hearing (see Key Terms below) that
its evaluation is appropriate.
1. Parents, school personnel, students, or
others may make a request for evaluation.
If you request an evaluation to determine
whether your child has a disability and
needs special education, the school district
must complete a full and individual evaluation. If it refuses to conduct the evaluation,
it must give you appropriate notice and let
you know your rights.
4. If you and the school district agree that
your child is eligible for services, you and
the school staff will plan your child’s Individualized Education Program (IEP), at an
IEP team meeting. You are an equal member
of this team. Some states may have a different name for the IEP team meeting.
PARENT SECTION
You must give permission in writing for an
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that are completed as part of a reevaluation.
3. If your child is not eligible, you will be
DSSURSULDWHO\QRWL¿HGDQGWKHSURFHVVVWRSV
However, you have a right to disagree with
the results of the evaluation or the eligibility
decision.
5. The IEP lists any special services your
child needs, including goals your child is
expected to achieve in one year, and objectives or benchmarks to note progress. The
team determines what services are in the
IEP, as well as the location of those services
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placement decisions will take place at one
meeting. At other times, placement may be
made at a separate meeting (usually called a
placement meeting).
If you disagree with the results of an evaluation, you have a right to an Independent
Placement for your child must be in the Least
Restrictive Environment (LRE) appropri-
$ WHDP RI TXDOL¿HG SURIHVVLRQDOV DQG
you will review the results of the evaluation,
and determine if your child is eligible for
special education services.
“Success in life is a
matter not so much of
talent or opportunity as
of concentration and
perseverance.”
-C. W. Wendte
10
ate to your child’s needs. He or she will be
placed in the regular classroom to receive
services unless the IEP team determines that,
even with special additional aids and services, the child cannot be successful there.
You are part of any group that decides what
services your child will receive and where
they will be provided.
Key Terms
Due process protects the right of parents to have
input into their child’s educational program and
to take steps to resolve disagreements. When
parents and school districts disagree with one
another, they may ask for an impartial hearing
to resolve issues. Mediation must also be available.
6. If you disagree with the IEP and/or the
SURSRVHGSODFHPHQW\RXVKRXOG¿UVWWU\WR
work out an agreement with your child’s IEP
team. If you still disagree, you can use your
due process rights.
Mediation is a meeting between parents and the
school district with an impartial person, called a
mediator, who helps both sides come to an agreePHQWWKDWHDFK¿QGVDFFHSWDEOH
An impartial due process hearing is a meeting
between parents and the school district. Each
VLGH SUHVHQWV LWV SRVLWLRQ DQG D KHDULQJ RI¿FHU
decides what the appropriate educational program is, based on requirements in law.
School districts must give parents a written copy
of special education procedural safeguards. This
document outlines the steps for due process hearings and mediation. A copy of their procedural
safeguards must be given to parents once each
year, except that a copy also shall be given to
them:
8. The IEP team meets at least once per
year to discuss progress and write any new
goals or services into the IEP. As a parent,
you can agree or disagree with the proposed
changes. If you disagree, you should do so
in writing.
a. upon initial referral or parental request for
evaluation;
E XSRQWKH¿UVWRFFXUUHQFHRIWKH¿OLQJRID
complaint under subsection (b)(6); and
c. upon their request.
9. If you disagree with any changes in the
IEP, your child will continue to receive the
services listed in the previous IEP until you
and school staff reach an agreement. You
should discuss your concerns with the other
members of the IEP team. If you continue
to disagree with the IEP, you have several
options, including asking for additional testing or an Independent Educational Evaluation (IEE), or resolving the disagreement
using due process.
10. Your child will continue to receive special education services if the team agrees
that the services are needed. A reevaluation
is completed at least once every three years
(unless you and the school district agree that
reevaluation is not needed) to see if your
child continues to be eligible for special
education services and to decide what services he or she needs.
©2007 The PACER Center, Inc.
Originally provided by The PACER Center, Inc.,
Minneapolis, MN, 952-838-9000, www.pacer.
org.
11
PARENT SECTION
7. If you agree with the IEP and placement,
your child will receive the services that
are written into the IEP. You will receive
reports on your child’s progress at least as
often as parents are given reports on their
children who do not have disabilities. You
can request that the IEP team meet if reports
show that changes need to be made in the
IEP.
³
IS MY CHILD DYSLEXIC?
From The International Dyslexia Association
Individuals with dyslexia have trouble with
reading, writing, spelling and/or math even though
they have the ability and have had opportunities
to learn. Individuals with dyslexia can learn, but
they often need specialized instruction to overcome
the problem. Often these individuals, who have
talented and productive minds, are said to have a
language learning difference.

•
•

•
•
PARENT SECTION
Most of us have one or two of these characteristics.
That does not mean that everyone has dyslexia. A
person with dyslexia usually has several of these
characteristics that persist over time and interfere
with his or her learning.

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Many spelling mistakes
May do well on weekly spelling test, but
may have many spelling mistakes in daily
work
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Other common symptoms that occur with
dyslexia
Oral language

•
words
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Poor reading comprehension during oral
or silent reading, often because words are
not accurately read
Slow, laborious oral reading
Written language
Common characteristics of dyslexia
•

³

Late learning to talk
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age appropriate grammar
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Confusion with before/after, right/left, and
so on
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rhymes, or songs
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relationships
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problems
•
•
•
•
•
•
•
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letters rapidly, in a sequence (RAN: rapid
automatized naming)
Weak memory for lists, directions, or facts
Needs to see or hear concepts many times
to learn them
Distracted by visual or auditory stimuli
Downward trend in achievement test
scores or school performance
Inconsistent school work
Teacher says, “If only she would try
KDUGHU´RU³+H¶VOD]\´
Relatives may have similar problems
Reading

•
•
'LI¿FXOW\OHDUQLQJWRUHDG
'LI¿FXOW\LGHQWLI\LQJRUJHQHUDWLQJ rhyming words, or counting syllables in
words (phonological awareness)
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sounds in words (phonemic awareness)
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in words (phonological processing)
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(phonics)
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of letters, or naming letters rapidly
Transposing the order of letters when
reading or spelling
Misreading or omitting common short
12
Common characteristics of other related
learning disorders
What kind of instruction does my child need?
'\VJUDSKLD+DQGZULWLQJ
•
•
•

Unsure of handedness
Poor or slow handwriting
Messy and unorganized papers
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3RRU¿QHPRWRUVNLOOV
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movements to form letters correctly
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•
May misread numbers

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organizing written work
•
Many calculation errors

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concepts
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•
•
•
•
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Inattention
Variable attention
Distractibility
Impulsivity
Hyperactivity
Suggested Readings
Moats, L. C., & Dakin, K.E. (2007). Basic Facts
About Dyslexia and Other Reading Problems.
Baltimore: The International Dyslexia Association.
'\VSUD[LD0RWRUVNLOOV

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movements
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produce sounds
Shaywitz, S. (2003). Overcoming Dyslexia: A
New and Complete Science-based Program
For Reading Problems At Any Level. New York:
Knopf.
([HFXWLYH)XQFWLRQ2UJDQL]DWLRQ
•
•
•
•
•
•
Tridas, E. Q. (Ed.). (2007). From ABC to ADHD:
What Every Parent Should Know About Dyslexia.
Baltimore: The International Dyslexia Association
Loses papers
Poor sense of time
Forgets homework
Messy desk
Overwhelmed by too much input
Works slowly
© 2008, The International Dyslexia Association
(IDA).
Originally provided by The International Dyslexia
Association, 40 York Road, Fourth Floor, Baltimore,
MD 21204, 410-296-0232, www.interdys.org.
,I\RXUFKLOGLVKDYLQJGLI¿FXOWLHVOHDUQLQJWRUHDG
and you have noted several of these characteristics
in your child, he or she may need to be evaluated
for dyslexia or a related disorder.
13
PARENT SECTION
Dyslexia and other related learning disorders cannot
be cured. Proper instruction promotes reading
VXFFHVVDQGDOOHYLDWHVPDQ\GLI¿FXOWLHVDVVRFLDWHG
with dyslexia. Instruction for individuals with
reading and related learning disabilities should be:
•
Intensive – given every day or very
IUHTXHQWO\IRUVXI¿FLHQWWLPH
•
Explicit – component skills for reading,
spelling, and writing are explained,
directly taught, and modeled by the
teacher. Children are discouraged from
guessing at words.

6\VWHPDWLFDQGFXPXODWLYH±KDVDGH¿QLWH
logical sequence of concept introduction;
concepts are ordered from simple to
more complex; each new concept builds
upon previously introduced concepts,
with built in review to aid memory and
retrieval.
•
Structured – has step-by-step procedures
for introducing, reviewing, and practicing
concepts.
•
Multisensory – links listening, speaking,
reading, and writing together; involves
PRYHPHQWDQG³KDQGVRQÓHDUQLQJ
³
READING WORRIER
PARENT SECTION
By Maryanne Wolf
I have always worried about who can read,
who can’t, who doesn’t, and the great, lifealtering consequences hidden within those
distinctions. I have spent most of my adult life as
a scholar, teacher, and researcher in the cognitive
neurosciences pursuing these questions. Now I
have a new worry, no less insidious in its potential
for affecting the lives of our young: the possible
differences in our e-children’s brains – those
for whom reading largely means time before a
screen during school, after school, and into the
late hours of the night. My worry stems from my
concern for the reading brain as we know it – a
precious, freshly constructed platform for each
new reader’s intellectual development. How it
functions, however, depends a great deal on how
it is formed. But that is getting ahead of the story I
wish to tell about how a reading worrier became,
for all purposes, a reading warrior, compelled
to write about all of these issues in Proust and
the Squid: The Story and Science of the Reading
Brain.
³
cockier than ever, ruling his asphalt territory with
verve and natural leadership. I wondered then
why it all mattered so much, for I knew it did - and
deeply. I also knew Sister Salesia had performed
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Earth, and places we could barely imagine in our
tiny town, where the only riches to be found were
in the town’s name and the dreams of its families
for their children.
Much later, when I was armed with two degrees
in English literature and poised to begin another, I
volunteered to teach in a Peace Corps-like situation
in rural Hawaii. For all purposes indentured to
the local sugar cane plantation, the tiny largely
Filipino and Asian community where I worked
couldn’t have been more welcoming, and the
third and fourth graders I worked with couldn’t
have been more beautiful, or more in need of a
WHDFKHU1ROHVVWKDQHLJKWODQJXDJHV¿OOHGP\
room. By the second week, we, the class and I,
were hopelessly in love with each other, and I was
hopelessly at sea in terms of how I could ever
teach so many different levels of learning in one
class with one language. To this day many, many
teachers across America have similar challenges
and are similarly poorly prepared to deal with
WKHP%\WKHHQGRIWKDW¿UVW\HDU,IDLOHG0RVW
of the children who couldn’t read before I came,
still couldn’t. I didn’t have the right tools, and
I didn’t even know if they existed. I lost the
only chance I would ever have of changing the
educational trajectories of those loving children.
I knew in my gut that unless someone else came
along to teach them, they would never reach their
full potential, and that would be that. This terrible
realization changed my life.
,HQFRXQWHUHGP\¿UVWZRUU\LQDWLQ\WZRURRP
red, brick schoolhouse in Eldorado, Illinois,
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took place in the left room, and the last four on
the right. Because the desks were all one size,
I imagine I was barely discernible behind my
brown wooden desk, a perfect place to observe
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spot to observe and fret over my friend Jim.
Once a day, Jim would transform before my eyes
from the incorrigible, Huck Finn-like leader on
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cartoon of himself whenever he had to read.
After a little while our teacher, Sister Salesia,
asked Jim to stay after school and work with her.
Once, while trying to erase the blackboards after
school as unobtrusively as possible, I observed
them huddle over a book. It was pure pain to
watch Jim try over and over without success to
learn the secret code behind the letters that the
rest of us knew. Suddenly aware of my watching,
Jim looked over at me with such a mixture of
anger, frustration, and shame, that I dashed out
and never did that again.
Two decades later, I am a scholar of reading
still worrying about the political, emotional,
and intellectual consequences of children who
will never learn to become fully literate. But
now I am armed with different degrees and an
armamentarium of knowledge so unexpected and
newly discovered that I still remain in awe of
it. I work in a mix of areas and am informed by
them all: child development, psycholinguistics,
education, and most especially, cognitive
neuroscience. At its most basic, my research is
It took two years of careful tutoring before Jim
could read, but when he did, Huck Finn was back,
14
about how the brain learns to read, what is going
on in brain development when it can’t, and how
this knowledge can inform both our teaching of
typically developing children and our intervention
with children who struggle - whether from reading
disabilities like dyslexia, or environmental
factors like being English language learners. It
is an extraordinary moment to be studying the
reading brain, because neuroimaging allows us to
observe quite literally what Jim’s brain was and
was not doing as he tried to read those years ago.
It also allows us to observe what more typical,
\RXQJUHDGLQJEUDLQVGRZKHQWKH\¿UVWEHJLQWR
acquire reading. And from beginning readers to
expert readers, we can observe the changes that
¿JXUDWLYHO\ DQG SK\VLRORJLFDOO\ WUDQVIRUP ERWK
the neuronal circuitry and the intellectual course
of our lives. Perhaps we didn’t need neuroscience
research to tell us that we are in many ways the
stuff of what and how we read, but it is remarkable,
nonetheless, to see visual proof in scans of the
brain’s activation chronicling our changes as we
become truly comprehending readers.
EUDLQ¶VQHXURQVZRUN7KDWLVWKH³VTXLG´DQDORJ\
in the otherwise enigmatic title.
I use Proust as a metaphor for the most important
aspect of reading: the ability to think beyond
what we read. The great French novelist Marcel
Proust wrote a little-known, essay-length book
simply called On Reading in which he wrote:
The heart of the expert reading brain is
to think beyond the decoded words
to construct thoughts and insights never
before held by that person. In so doing,
we are forever changed by what we read.
Proust and the Squid: The Story and Science of
the Reading Brain represents a snapshot - to be
precise, three snapshots - of what we now know
about the origins of reading (how the human brain
learned how to read); the development of reading
IURP LQIDQF\¶V LQÀXHQFH WR H[SHUW UHDGLQJ
adults); the gifts and the challenges of reading
failure in dyslexia (what happens when the brain
can’t read). It’s a triptych of our knowledge and
a frank apologia to this cultural invention that
changed our lives as a species and as individual
learners.
I know much about the preciousness of the reading
brain, and I worry that we will lose some of its
most essential contributions if children are not
WDXJKW¿UVWWRUHDGDQGWRWKLQNGHHSO\DERXWWKHLU
reading, and only then to e-read. This is no binary
or Luddite perspective; it is a developmental
approach to how we can form reading brains best
able to learn, analyze, prioritize, and integrate
anew the massive bits of information available
into real knowledge, and, if we are all lucky, into
wisdom. At the end of Proust and the Squid, the
choice is left to the reader.
However, here’s the proverbial rub. We human
beings were never born to read; we invented
reading and then had to teach it to every new
generation. Each new reader comes to reading
ZLWKD³IUHVKÉUDLQRQHWKDWLVSURJUDPPHGWR
speak, see, and think, but not to read. Reading
requires the brain to rearrange its original parts
to learn something new. The study of reading
teaches us how wonderfully plastic the brain is and
how important many of the brain’s disarmingly
simple-sounding design features (e.g., its ability
to recognize and represent patterns so that we
can access their information quickly) are to the
growth of our intellectual capacities. In this way,
by analogy, the study of reading is to modern
cognitive neuroscience, what the study of the
squid’s beautiful long axon was to earlier 20th
century neuroscientists: a way to study how the
Maryanne Wolf is a professor of child development at
Tufts University, where she holds the John DiBiaggio
Chair of Citizenship and Public Service, and is the
director of the Center for Reading and Language
Research. She lives in Cambridge, Massachusetts,
with her husband and two sons.
This version provided by www.powells.com
15
PARENT SECTION
I worry that such a reader and such a reading brain
- formed through years of immersion in texts and
books that reward deep analysis, inference, and
UHÀHFWLRQLVEHLQJFKDQJHGLQXQIRUHVHHQZD\V
behind screens that provide all manner of information instantly and seemingly comprehensively
without the same need for great effort, deep
analysis, and going “beyond the information
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that our children are becoming more “decoders of
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that they are deluded by the seeming permanence
and volume of their information, into thinking
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to fashion the kind of brain that has learned how
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new places on its own.
ADVOCATES
³
3KRQH
Phone: 832-630-6745
)D[
Fax:713-664-9164
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+ROW6W
[email protected]
%HOODLUH7;
+ROW6W%HOODLUH7;
´Working together for a
brighter tomorrowµ
³
“The more that
you read, the more
things you will
know. The more
that you learn, the
more places you’ll
go.”
-Dr. Suess
4509 Holt St, Bellaire, TX 77401
SPECIAL ADVOCACY
Jennifer L. Medearis, M.Ed.,SBEC
Special Education Advocate &
Consultant
www.specialadvocacy.com
EDUCATIONAL SERVICES
SERVICE PROVIDERS
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Comprehensive Evaluation &
Consultation
Bonnie Brookshire, Ph.D.
& Associates
Responding to the Needs of All Learners
Preschool-Adult
Diagnosis, Consultation, Referral
Clinical Neuropsychology &
Speech-Language Pathology
Assessment, Consultation, and
Therapy
Teresa A. Langford, Ed.D.
Behavior Management,
Social/Communication,
Adaptive Skills
Educational Diagnostician
Children, Adolescents, & Young Adults
4545 Bissonnet, Suite 250
Bellaire, TX 77401
6750 West Loop South, Suite 616
Bellaire, Texas 77401-4112
Phone: 713-664-5838
Fax: 713-664-2435
www.houstontest.com
[email protected]
16
etc.
SERVICE PROVIDERS
³
Educational Therapy Center
Dorothy Haskell and Associates
JANIS S. BLOCK, M. ED.
.
Educational
Assessment
Tutoring
andConsultation
Educational Evaluation
4265 San Felipe
Suite
4545 1100
Bissonnet, Suite 288
Houston,
Texas 77401
77027
Bellaire, Texas
Tel 713-960-6660
Fax 713-355-9548
(713) 839-1566
13515 Tosca Lane
Houston, TX 77079
713.932.1713
713.410.6778
[email protected]
F. Carter Crain
Attorney At Law
Phone: (713) 627-2202
Email: [email protected]
The Foundation for The School for Young Children
The Robert J. Strudler
Diagnostic and Remediation Center
The Houston Branch of The International Dyslexia Association
Assessment services that help to determine the need for specialized
interventions.
Diagnostic services provided by certified educational diagnosticians
under the supervision of UST professors.
Written reports / consultations are provided upon completion of
assessment.
3808 Garrott Houston, TX 77006
Jeanette Davis, CALT
Golden Triangle Regional Representative
[email protected]
713-520- 8002
8888800800288008002
“Do not go where the path
may lead; go where there is
no path and leave a trail.”
-Ralph Waldo Emerson
17
³
PSYCHOLOGISTS
³
SERVICE PROVIDERS
³
LYLE R. CADENHEAD, PHD, MBA, LSSP, LPC
T ETESTING
S T I N G AAND
ND C
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provide psychological
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and psycho-educational
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testingfor
for
Dyslexia,other
otherLearning
LearningDisabilities,
Disabitities,ADHD,
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Depression
Dyslexia,
Autism,Anxiety,
Anxiety,
Depression
and
andSchool
SchoolReadiness.
Readiness.
Licensed Specialist in School Psychology
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1418 Marshall St.
+RXVWRQ7;
Houston, TX 77006
E-mail:Email:
[email protected]
[email protected]
Phone: 713-942-2330
3KRQH
Fax: 713-942-2330
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Web Page:
Webpage: www.anurturinghome.com
http://home.earthlink.net/~lylecadenhead/
Located in the West University/Rice Area
Located in West University/Rice Area
Psychologist
Assessment and Treatment of the Whole Child
Comprehensive Psychoeducational Evaluations
Recommendations for Home and School-Based Intervention
Child and Family Psychotherapy
Assessment of Special Needs of College Students
Licensed Psychologist
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In Private Clinical Practice for Over 20 Years
4747 Bellaire Blvd. Suite 354 Bellaire, Texas 77401
(713) 668-8228 Fax: (713) 668-8283
18
SERVICE PROVIDERS
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PSYCHOLOGISTS
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PHYSICIANS
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SCHOOLS
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Celebrating over 40 years of excellence in educating children who learn differently.
BRIARWOOD
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SCHOOLS
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The Joy School
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Serving children between WKHDJHVRI±
with language and learning disabilities in a 6:1 setting
Curriculum based on Texas Essential Knowledge and
Skills
Individualized Instruction designed to maximize strengths
and remediate weaknesses
All teachers certified in Regular and Special Education
Accredited through the Texas Alliance of Accredited Private Schools
UNLOCKING A CHILD’S LEARNING POTENTIAL
The Joy School prepares students
with learning differences to return
to traditional classroom settings
by enabling them to reach their
academic and social potential in a
safe, supportive environment.
810 Sul Ross
Houston, TX 77006
(713) 520-8310
One Chelsea Blvd. Houston, TX 77006
713.523.0660 - phone 713.523.5660 - fax
www.thejoyschool.org
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11001 Hammerly Blvd. 77043
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SCHOOLS
³
SCHOOLS
A college preparatory boarding school for young men, grades 7 to 12, with dyslexia
and similar language-based learning differences.
³
SERVICE PROVIDERS
³
“Last summer I discovered
I’m good at volleyball,
skateboarding and reading!”
Gow’s Summer Program is for boys and girls, ages 8-16,
who possess the potential to excel, despite academic
difficulties, or having been diagnosed with dyslexia or
specific learning differences.
Morning Academics • Afternoon Activities • Weekend Trips
For more information, call: 716 652-3450,
email: [email protected] or visit: www.gow.org
SCHOOL COALITION
www.gow.org
The Special Schools Coalition is a network of special educators with
QRQSURÀWVFKRROVGHGLFDWHGWRFROODERUDWLRQUHVRXUFHVKDULQJDQG
increased community awareness and support.
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$YRQGDOH+RXVH%ULDUZRRG6FKRRO&HQWHUIRU+HDULQJDQG6SHHFK*DWHZD\$FDGHP\
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7KH3DULVK6FKRRO7KH5LVH6FKRRORI+RXVWRQ7KH:HVWYLHZ6FKRRO
24
³
SERVICE PROVIDERS
³
Speech - Language - Learning
(713) 623-0505
FAX (713) 583-2505
[email protected]
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3000 Weslayan, Suite 346
Houston, Texas 77027
5300,%,$-,,653
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CONGRATULATIONS HBIDA AS YOU CONTINUE TO PROMOTE LITERACY
THROUGH RESEARCH, EDUCATION, AND ADVOCACY!
Speech, Language & Learning
Speech, Language and Learning at Texas Children's Hospital in the Texas Medical Center provides
evaluation, management, and consultation for children & adolescents with communication and language
learning problems.
Texas Children's Hospital is an internationally recognized full-care pediatric hospital located in the
Texas Medical Center in Houston. One of the largest pediatric hospitals in the United States, Texas
Children's Hospital is dedicated to providing the finest possible pediatric patient care, education and
research. Texas Children's is nationally ranked in the top ten among children’s hospitals by U.S. News &
World Report.
Clinical Care Center, Suite 550, 6701 Fannin, Houston, TX 77030 832-822-3280
25
SPEECH - LANGUAGE PATHOLOGY ASSESSMENT & THERAPY
Peggy Wyatt Engman, M.S., C.C.C.
³
SERVICE PROVIDERS
³
Jenifer Aguilar, M.S., CCC/SLP
Ruth Weatherall, M.A., CCC/SLP
Marsha Timby, M.S., CCC/SLP
Katherine Calaway, B.S.
Shannon Mahan, M.S., CCC/SLP
Shannon Terrill, M.S., Dyslexia Specialist
Elizabeth Weaver, M.S., CCC/ SLP
Speech-Language Pathologists
Specialists Providing Services In:
Language/Learning Disorders • Reading Comprehension • Articulation
Motor Speech Disorders • Dysphagia • Autism/PDD
Early Childhood Intervention
9575 Katy Freeway, Suite 490 • Houston, Texas 77024
PHONE: (713) 463-6535 • FAX: (713) 463-6512
26
³
SERVICE PROVIDERS
“If you can change your mind,
you can change the world.”
-Joey Reimer
Creativity Guru
³
Special Thanks to
Speedy Printing
1028 Campbell Road • Houston, Texas 77055
713. 932. 6954
[email protected]
Ande Aguilar Photography
5009 Antoine Dr., Suite C
Houston, Texas 77092
281-923-8012
for the cover design
27
SPECIAL THANKS
for the inside layout
³
HOME LITERACY ENVIRONMENT CHECKLIST
IS YOUR
HOME LITERACY-FRIENDLY?
HOME LITERACY
ENVIRONMENT CHECKLIST
IS YOUR
HOME
From
Get LITERACY-FRIENDLY?
Ready to Read
From Get Ready to Read!
You are your child’s first teacher. Your home is where your child will get his or her first experiences
with books and reading.
Look around your home and think about what you do with your child. If the statement on the
checklist is true, place a check in thH³WUXH´FROXPQ,IWKHVWDWHPHQWLVIDOVHSODFHDFKHFNLQWKH
³IDOVH´FROXPQ:KHQ\RXDUHILQLVKHGFRXQWXSWKe number of checks in the true column and find
that number on the chart at the end of the checklist. Use the results as a guideline to see what you
can do for your child.
What my child has…
TRUE FALSE
My child has at least one alphabet book (e.g., Dr. Seuss’s ABC book).
My child has magnetized alphabet letters to play with.
My child has crayons and pencils readily available for writing and drawing.
My child has paper readily available for writing and drawing.
My child has a table or surface readily available for writing and drawing.
My child has at least one rhyme book (e.g., Joseph Slate’s Miss Bindergarten Gets
Ready for Kindergarten)
My child has more than one rhyme book.
My child has at least 10 picture books.
My child plays beginning reading and alphabet games on a computer (e.g., Reader
Rabbit or Bailey’s Book House).
My child has materials and games to help learn the alphabet.
TEACHER SECTION
What I or another adult do…
I or another adult in the house read a picture book with my child at least once a week.
I or another adult in the house read a picture book with my child at least four times a
week.
I or another adult in the house teach new words to my child at least once a week.
I or another adult in the house teach new words to my child nearly every day.
I or another adult in the house have a detailed and informative conversation with my
child at least once a week. (e.g., “HRZGR\RXWKLQNLFHFUHDPLVEHLQJPDGH"´
I or another adult in the house have a detailed and informative conversation with my
child nearly every day.
I or another adult in the house help my child learn nursery rhymes.
I or another adult in the house encourage my child to tell me what he or she wants using
complete sentences.
I or another adult in the house take my child to the library or a bookstore at least once
every two months.
What my child sees me or another adult doing…
My child sees me or another adult in the house reading books, magazines or the
newspaper at least once a week.
My child sees me or another adult in the house reading books, magazines or the
newspaper nearly every day.
28
³
CLASSROOM LITERACY ENVIRONMENT CHECKLIST
IS YOUR CLASSROOM LITERACY-FRIENDLY?
From Get Ready to Read!
You have an important role in providing the children in your classroom with some of their first
experiences with books and reading.
Look around your classroom and think about what you do with the children. If the statement on the
checklist is true, place a check in thH³WUXH´FROXPQ,IWKHVWDWHPHQWLVIDOVHSODFHDFKHFNLQWKH
³IDOVH´FROXPQ
Availability of learning materials…
TRUE FALSE
Alphabet books (e.g., Dr. Seuss’s ABC book) are readily available for children’s use.
Wood or plastic 3-dimensional alphabet letters are readily available for children’s use.
Crayons and pencils are readily available for children’s writing and drawing.
Paper is readily available for children’s writing and drawing.
Children have tables or other surfaces readily available for writing or drawing.
Rhyming books (e.g., Joseph Slate’s Miss Bindergarten Gets Ready for Kindergarten)
are readily available for children’s use.
At least 25 picture books are readily available for children’s use.
At least 50 picture books are readily available for children’s use.
Children’s use of learning materials…
Games, materials, and activities are used regularly to help children learn the names of
alphabet letters.
Children are encouraged to scribble and experiment with pretend writing.
Games, materials, and activities are used regularly to help children learn to rhyme.
Children in the class engage in shared book reading sessions with an adult at least twice
a week.
Children in the class engage in shared book reading sessions with an adult at least four
times a week.
Games, materials, and activities are used regularly to help children learn to print the
letters of the alphabet.
What the teacher or assistant teacher does…
“We make our fortunes,
and we call them fate.”
-Earl of Beaconsfield
29
TEACHER SECTION
The teacher sometimes sounds out printed words when reading picture books to children.
The teacher frequently introduces new words to children while reading picture books.
The teacher regularly has detailed and informative conversations with children about
WKLQJVWKDWLQWHUHVWWKHFKLOGUHQHJ³+RZGR\RXWKLQNLFHFUHDPLVPDGH"´
The teacher sends home materials that encourage parents to read with their children at
home.
The teacher encourages children to talk about their experiences (e.g., “What happened at
WKHOLEUDU\"´
The teacher asks questions of children and encourages them to talk while reading picture
books with them.
³
MULTISENSORY STRUCTURED
LANGUAGE TEACHING
³
From The International Dyslexia Association
What is meant by multisensory teaching?
having their writing hands, eyes, ears, and voices
working together for conscious organization and
retention of their learning.”
Multisensory teaching is one important aspect of
instruction for dyslexic students that is used by
clinically trained teachers. Effective instruction
for students with dyslexia is also explicit, direct,
cumulative, intensive, and focused on the structure of language. Multisensory learning involves
the use of visual, auditory, and kinesthetic-tactile
pathways simultaneously to enhance memory
and learning of written language. Links are consistently made between the visual (language we
see), auditory (language we hear), and kinesthetic-tactile (language symbols we feel) pathways in learning to read and spell.
Teachers who use this approach help students perceive the speech sounds in words (phonemes) by
looking in the mirror when they speak or exaggerating the movements of their mouths. Students
learn to link speech sounds (phonemes) to letters
or letter patterns by saying sounds for letters they
see, or writing letters for sounds they hear. As
students learn a new letter or pattern (such as s or
thWKH\PD\UHSHDW¿YHWRVHYHQZRUGVWKDWDUH
dictated by the teacher and contain the sound of
the new letter or pattern; the students discover the
sound that is the same in all the words. Next, they
may look at the words written on a piece of paper
or the chalkboard and discover the new letter or
pattern. Finally, they carefully trace, copy, and
write the letter(s) while saying the corresponding
sound. The sound may be dictated by the teacher,
and the letter name(s) given by the student. Students then read and spell words, phrases, and sentences using these patterns to build their reading
ÀXHQF\ 7HDFKHUV DQG WKHLU VWXGHQWV UHO\ RQ DOO
three pathways for learning rather than focusing
RQ D ³ZKROH ZRUG PHPRU\ PHWKRG´ D ³WUDFLQJ
Margaret Byrd Rawson, a former President of the
International Dyslexia Association (IDA), said it
well:
TEACHER SECTION
“Dyslexic students need a different approach to
learning language from that employed in most
classrooms. They need to be taught, slowly and
thoroughly, the basic elements of their language
– the sounds and the letters which represent
them – and how to put these together and take
them apart. They have to have lots of practice in
“It is interesting to notice
how some minds seem
almost to create themselves,
springing up under every
disadvantage, and working
their solitary but irresistible way through a thousand
obstacles.”
-Washington Irving
30
PHWKRG´RUD³SKRQHWLFPHWKRG´DORQH
The principle of combining movement with
speech and reading is applied at other levels of
language learning as well. Students may learn
KDQGJHVWXUHVWRKHOSWKHPPHPRUL]HWKHGH¿QLtion of a noun. Students may manipulate word
cards to create sentences or classify the words in
sentences by physically moving them into categories. They might move sentences around to
make paragraphs. The elements of a story may be
taught with reference to a three-dimensional, tactile aid. In all, the hand, body, and/or movement
are used to support comprehension or production
of language.
What is the rationale behind multisensory,
structured language teaching?
Students with dyslexia often exhibit weaknesses
in underlying language skills involving speech
sound (phonological) and print (orthographic) processing and in building brain pathways that connect speech with print. The brain pathways used
for reading and spelling must develop to connect
many brain areas and must transmit information
ZLWKVXI¿FLHQWVSHHGDQGDFFXUDF\0RVWVWXGHQWV
with dyslexia have weak phonemic awareness,
meaning they are unaware of the role sounds play
LQZRUGV7KHVHVWXGHQWVPD\DOVRKDYHGLI¿FXOW\
rhyming words, blending sounds to make words,
or segmenting words into sounds. Because of their
trouble establishing associations between sounds
and symbols, they also have trouble learning to
UHFRJQL]HZRUGVDXWRPDWLFDOO\³E\VLJKW´RUIDVW
enough to allow comprehension. If they are not
accurate with sounds or symbols, they will have
trouble forming memories for common words,
HYHQZLWK³OLWWOH´ZRUGVLQVWXGHQWV¶ERRNV7KH\
need specialized instruction to master the alphabetic code and to form those memories.
What is the Orton-Gillingham Approach?
Anna Gillingham and Bessie Stillman based their
original 1936 teaching manual for the “alphabetic
PHWKRG´RQ'U2UWRQ¶VWKHRULHV7KH\FRPELQHG
multisensory techniques with teaching the structure of written English, including the sounds (phonemes), meaning units (morphemes such as pre¿[HV VXI¿[HV DQG URRWV DQG FRPPRQ VSHOOLQJ
UXOHV7KHSKUDVH³2UWRQ*LOOLQJKDPDSSURDFK´
refers to the structured, sequential, multisensory
techniques established by Dr. Orton, Ms. Gillingham, and their colleagues. Many programs today
LQFRUSRUDWHPHWKRGVDQGSULQFLSOHV¿UVWGHVFULEHG
in this foundational work, as well as other practices supported by research.
When taught by a multisensory approach, students have the advantage of learning alphabetic
patterns and words with engagement of all learning modalities. Dr. Samuel Terry Orton, one of
WKH¿UVWWRUHFRJQL]HWKHV\QGURPHRIG\VOH[LDLQ
students, suggested that teaching the “fundamentals of phonic association with letter forms, both
visually presented and reproduced in writing until
WKH FRUUHFW DVVRFLDWLRQV ZHUH EXLOW XS´ ZRXOG
EHQH¿WVWXGHQWVRIDOODJHV
31
TEACHER SECTION
Dr. Orton and his colleagues began using multisensory techniques in the mid-1920’s at the mobile
mental health clinic he directed in Iowa. Dr.
2UWRQZDVLQÀXHQFHGE\WKHNLQHVWKHWLFPHWKRG
described by Grace Fernald and Helen Keller. He
suggested that kinesthetic-tactile reinforcement
of visual and auditory associations could correct the tendency of confusing similar letters and
transposing the sequence of letters while reading
and writing. For example, students who confuse
b and d are taught to use consistent, different
strokes in forming each letter. Students make the
vertical line before drawing the circle in printing
the letter b; they form the circle before drawing
the vertical line in printing the letter d.
TEACHER SECTION
Is there solid evidence that multisensory teaching is effective for students with dyslexia?
Summary: What are the principles of a multisensory, structured language approach?
Current research, much of it supported by the
National Institute of Child Health and Human
Development (NICHD), has demonstrated the
value of explicit, structured language teaching
for all students, especially those with dyslexia.
Programs that work differ in their techniques but
have many principles in common. The multisensory principle that is so valued by experienced
clinicians has not yet been isolated in controlled,
comparison studies of reading instruction, but
most programs that work do include multisensory practice for symbol learning. Instructional
approaches that are effective use direct, explicit
teaching of letter-sound relationships, syllable
patterns, and meaningful word parts, and provide
a great deal of successful practice of skills that
have been taught. Fluency-building exercises,
vocabulary instruction, language comprehension and writing are also included in comprehensive programs of instruction and intervention.
Word recognition and spelling skills are applied
in meaningful reading and writing of sentences
and text passages, and students receive immediate feedback if they make mistakes. Guessing at
words and skipping words are discouraged and
replaced by knowledge of how to analyze and
read unknown words. Other key principles of
instruction are listed.
Additional ways to enhance foreign language
learning success include the following:
•6LPXOWDQHRXV0XOWLVHQVRU\9$.7
Teaching uses all learning pathways in the
brain (i.e., visual, auditory, kinesthetic-tactile) simultaneously or sequentially in order to
enhance memory and learning.
•Systematic and Cumulative:
Multisensory language instruction requires
that the organization of material follows the
logical order of the language. The sequence
must begin with the easiest and most basic
concepts and progress methodically to more
GLI¿FXOW PDWHULDO (DFK FRQFHSW PXVW DOVR
be based on those already learned. Concepts
taught must be systematically reviewed to
strengthen memory.
•Direct Instruction:
The inferential learning of any concept cannot
be taken for granted. Multisensory language
instruction requires direct teaching of all concepts with continuous student-teacher interaction.
• Diagnostic Teaching:
7KHWHDFKHUPXVWEHDGHSWDWÀH[LEOHRULQGLvidualized teaching. The teaching plan is
based on careful and continuous assessment
“The mediocre teacher
tells. The good teacher
explains. The superior
teacher demonstrates. The
great teacher inspires.”
-William A. Ward
32
of the individual’s needs. The content presented must be mastered step by step for the
student to progress.
• Synthetic and Analytic Instruction:
Multisensory, structured language programs
include both synthetic and analytic instruction.
Synthetic instruction presents the parts of the
language and then teaches how the parts work
together to form a whole. Analytic instruction
presents the whole and teaches how this can
be broken down into its component parts.
• Comprehensive and Inclusive:
All levels of language are addressed, often in
parallel, including sounds (phonemes), symbols (graphemes), meaningful word parts
(morphemes), word and phrase meanings
(semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragmatics).
Press.
Henry, M.K. (2003). Unlocking Literacy: Effective Decoding and Spelling Instruction.
Baltimore: Paul H. Brookes Publishing Co.
Schupack, H., & Wilson, B., (1997). The “R”
Book, Reading, Writing & Spelling: The Multisensory Structured Language Approach. Baltimore: The International Dyslexia Association.
Shaywitz, S.E. (2003). Overcoming Dyslexia:
A New and Complete Science-Based Program
For Reading Problems At Any Level. New York:
Knopf.
Wolf, M. (2007). Proust and The Squid: The Story
and Science of the Reading Brain. New York:
Harper Collins Publishers.
© 2009, The International Dyslexia Association
(IDA).
Originally provided by The International Dyslexia Association, 40 York Road, Fourth Floor,
Baltimore, MD 21204, 410-296-0232, www.
interdys.org.
TEACHER SECTION
IDA has supported the development of a matrix
of multisensory, structured language (MSL) programs to enable consumers to see the similarities
and differences among various programs. The
programs were chosen for inclusion in the matrix
because they have a long history of use in clinics and classrooms where the programs have been
UH¿QHG RYHU WLPH 7KHVH SURJUDPV LQFOXGHG LQ
WKH PDWUL[ DUH WKRVH XVHG DW HYHU\ ³WLHU´ RI VWXdent ability. Some are designed for whole class
instruction to prevent academic failure. Some are
designed for small group instruction. And some
are designed for the intensive instruction needed
for students with severe reading disabilities. This
Matrix of Multisensory Structured Language Programs is posted on the IDA website for downloading or can be obtained in print form from the IDA
bookstore.
Related Readings:
Birsh, J.R. (Ed.). (2005). Multisensory Teaching Of Basic Learning Skills. Baltimore: Paul H.
Brookes Publishing Co.
Carreker, S., & Birsh, J.R. (2005). Multisensory
Teaching of Basic Learning Skills: Activity book.
Baltimore: Paul H. Brookes Publishing Co.
Fletcher, J.M., Lyon, G.R., Fuchs, L.S., & Barnes,
M.A. (2007). Learning Disabilities: From Identi¿FDWLRQ7R,QWHUYHQWLRQNew York: The Guilford
33
³
DYSLEXIA AND HIGH SCHOOL
%\0HOLQGD3RQJUH\
Last week I visited a local high school to observe
a freshman. Even though the end of school is
QHDU,ZDQWHGWRVHH¿UVWKDQGKRZWKHWHDFKHUV
ZHUHLPSOHPHQWLQJDFFRPPRGDWLRQVDQGPRGL¿cations for his severe dyslexia.
Dyslexia is a language-based disability. For
many students, processing language is slow. For
instance, when I was traveling in Germany, I had
a moment in the train station when I heard an
announcement with my ears – and, after a long
pause, my brain translated the meaning. If you
are sitting in class trying to listen to the teacher,
but your language is being processed slower than
your ears take in the sound – watch out! Students
zone out just from the fatigue of trying to “transODWH´PHDQLQJDQGNHHSXS
Before school began in the fall, I had met with this
student twice a week to build his reading, writing
and study skills. He began the year rating school
DVD³´RQDRQHWRWHQVFDOH%\PLGZLQWHU
he had moved his self-assessment of school to
D³´6LQFHWKHQKHKDGEHFRPHLQFUHDVLQJO\
discouraged. Finally I realized that I’d better
JHWD¿UVWKDQGORRNDWZKDWZDVJRLQJRQLQKLV
classes.
TEACHER SECTION
³
Alternate ideas:
So, his teacher kindly let me sit in the back of
the class. I spent the hour noting the tasks that
he was asked to complete along with the other
students in his literature class.
The teacher could post assignments on Google
Calendar and have reminders sent to students’
cell phones automatically. Also, calendars can be
set up so parents can check assignments, too. At
this point, many of his assignments were illegible
when he brought his written notes home.
)LUVWWDVN&RS\WKHGH¿QLWLRQRIDYRFDEXODU\
word from the overhead
Third task: Read a paragraph aloud from the
overhead
7KLVWDVNLVYHU\GLI¿FXOWIRUKLPWRGRHVSHFLDOO\
in the time allowed.
The teacher good-naturedly asked him if the print
ZDV³WRRVPDOO´RULIKHFRXOGUHDGWKHSDUDJUDSK
aloud, seeming to include him with the other students who read aloud.
Having severe dyslexia means that he has trouble making accurate and automatic memories for
print. Spelling words require an accurate memory.
Even copying from the board is tedious, slow, and
oftentimes, not very accurate. At this point, probably a real waste of time.
I have to admit, I was pretty surprised by this one.
Most students who read well below grade level
will not even attempt to read a passage aloud in
front of their peers. When you read to yourself,
you can skip over big words, or unfamiliar names
– words don’t have to be pronounced correctly to
get the meaning.
Alternate ideas:
Students could scan the board with their cell
phones using ScanR or the teacher could have
text available online so students could use various software, for instance CLiCk, Speak for textto-speech support. Helpful, as students could
access the vocabulary words at home or at school
on their computers.
The student quickly agreed that the print was “too
VPDOO´WRVHHKRZHYHU,NQHZWKLVDVDQH[FXVH
The teacher called on students around the room to
read aloud, and meant to be inclusive.
Alternate ideas:
Second task: Note the date of the upcoming
vocabulary test
Don’t do it!
aloud.
Again, this went by too fast for him to write
down.
Are you tired out yet? Already, this student has
barriers to accessing the curriculum akin to walk-
Let students volunteer to read
34
Fourth task: Read To Kill a Mockingbird
Silently for 15 minutes
LQJ D PLQH¿HOG ± DQG WKLV RQO\ LQ WKH ¿UVW minutes of class. Whew! Halfway through the
¿IW\ PLQXWH FODVV DQG DOUHDG\ , FRXOG VHH WKH
GLI¿FXOW\ RI UHDOO\ XQGHUVWDQGLQJ ZKDW KDYLQJ
³VHYHUH G\VOH[LD´ PHDQV IRU D VWXGHQW LQ RXU
educational system.
7KLVVWXGHQWKDVGRFXPHQWHGGLI¿FXOW\UHDGLQJ
From my work with this student, I know that this
is a waste of time. He will have to go home and
listen to an audio tape, or use reading software on
his computer at home so that he can read with audio
and visual support. Probably, his parents will read
the book aloud to him. In class, he sits with his
book open, appearing to read, yet I know that this
LVGLI¿FXOWDQGLQDFFXUDWHDWEHVW
Being inside a learning difference or disability
can feel so invisible. Imagine that you have to
go through your day walking across a tightrope.
Imagine that no one, including yourself, can see
that you are always walking on a tightrope. So
everyone treats you as if you can walk without
any special considerations. You keep trying to
NHHSXSDQGFDQ¶W¿JXUHRXWKRZHYHU\RQHHOVH
seems to zoom ahead of you all the time. TeachHUVWHOO\RXWR³WU\KDUGHU´DQGWKHQDVVLJQH[WUD
ODSVIRU\RXDVDQ³LQFHQWLYH´ZKHQ\RXDUHWRR
slow! You get so tired, when others seem to
expend any effort…
'\VOH[LD XVHG WR EH NQRZQ DW ³ZRUGEOLQGQHVV´
which is not completely accurate, but might be
a helpful concept when thinking about assigning
reading to students who have trouble reading print.
You wouldn’t ask a blind student to sit and read a
ERRNIRU¿IWHHQPLQXWHV<RXZRXOGSURYLGHDGLIferent format for the book – audio or Braille.
Back to the class – I sit in the back of the literature class and note the remaining activities and
the tasks that the teacher assigns. The student I
am shadowing has a very high IQ, most likely
one of the highest in the class. Yet, having a
G\VOH[LFOHDUQLQJSUR¿OHDIIHFWVKLVDELOLW\WRXVH
ODQJXDJHHI¿FLHQWO\(YHU\WKLQJODQJXDJHFRPputes slower. Reading and writing are labored,
inaccurate and so slow that he frequently loses
KLVWUDLQRIWKRXJKW6HHPLQJO\³VLPSOH´WDVNV
OLNH FRS\LQJ D GH¿QLWLRQ IURP WKH ERDUG RU
writing down a question dictated by the teacher,
become Herculean challenges.
Alternate ideas:
The teacher, knowing that the class is behind on
their reading, and nearing the end of school, is
trying to be helpful. Interestingly, quite a few students don’t pick up their books, but sit doing other
WKLQJVIRU¿IWHHQPLQXWHV,VXVSHFWPDQ\RWKHUVLQ
WKHFODVVZRXOGEHQH¿WIURPXVLQJYDULRXVW\SHVRI
VRIWZDUHVXSSRUWWR³UHDG´WKHWH[W
Fifth task: Listen and write four dictated questions on a piece of notebook paper
7RRPXFKZULWLQJWRRIDVWZLWKGLI¿FXOW\WU\LQJWR
spell words correctly.
$JDLQEDFNDJDLQWRWKHODQJXDJHSURFHVVLQJGLI¿culties. Listening requires processing the meaning
35
TEACHER SECTION
I note that many students have iPods and cell
phones. My guess is that because this class is
WKH ³URZG\´ FODVV PDQ\ RI WKH VWXGHQWV PD\ QRW
read easily. Perhaps the text could be accessible
in various formats so that students could pick how
WKH\ ³UHDG´ EHVW 6RPH PLJKW OLNH WR OLVWHQ WR D
recorded book, usually read by an actor, in mp3
format on the iPods. Some might like to read along
with audio and visual support, for instance using
WYNN Reader. Of course, some like reading
books the traditional way.
and being able to focus on what is important –
quickly and automatically. Think of how quickly
and accurately you process information when
learning a second language.
main ideas while trying to write down the correct
answers – all quickly in a classroom full of distractions.
Okay. The teacher is asking good questions about
the story. He has the students write the questions
with the answers from the discussion in preparation for a test next week. Many students seem
HQJDJHG E\ WKH ³RYHUDUFKLQJ´ TXHVWLRQV RI UDFH
and justice in the story.
Writing down a dictated sentence requires:
•Translating what comes in your ears into
printed shapes that make letters
• Putting the right letters together to spell
words
• Funneling the correct information through
the end of your pencil
Alternate ideas:
All of this information could be posted on a blog
or webpage so that the material is already written,
and available for text-to-speech support. Expanding from the paper-pencil modalities, the teacher
could have the students view a movie made from
the book. Students could write a play and perform
the important events from the book, and/or write
a rap about the story. In other words, expand on
multiple intelligences using multi-sensory inputs.
This is easy if all systems are go. You need:
• An accurate memory for letters and for
spelling words
(I¿FLHQWODQJXDJHSURFHVVLQJWRVRUWDOOWKH
information in your head
$QDFFXUDWHDXWRPDWLF¿QHPRWRUPHPRU\
for forming letters and words
• Motor-planning skills
$FFXUDWHO\³VHHLQJ´DQGEHLQJDEOHWRUHDG
your writing to edit spelling
By adding free software programs, like Microsoft
Reader, or Click, Speak, a text-to-speech reader
for Firefox, Google Docs with Google Docs spell
check installed, Jott and ScanR for cell phones,
mp3 recordings for iPods, as well as more complex
programs, such as WYNN Wizard for more study
supports, the classroom becomes more accessible
and engaging for all students. Integrating options
into the classroom for all students allows all students choices to access information in the way
that works best for them. No student had to sit
DQG³SUHWHQG´WRUHDG
TEACHER SECTION
Alternate ideas:
Because listening and writing are not accurate and
automatic for many students who have dyslexia,
WKHVHHPLQJO\³VLPSOH´WDVNRIFRS\LQJGLFWDWHG
TXHVWLRQVLV127($6<3URFHVVLQJGLI¿FXOWLHV
could be bypassed by using the traditional format
of handing out a paper with the questions printed
on it.
Or, more interestingly, the teacher could post the
questions on a classroom blog or website for students to access in the class or in the library or
the café or when at home. Even more engaging,
would be to text message the questions to the students’ cell phones. Students could text-message
the answers back to the teachers e-mail using
the free software Jott? Cool? Even cooler is the
word prediction support on cell phones, which
aids spelling and writing.
About the author
Melinda Pongrey, MSEd, established Sisiutl
Center for Learning in 1997 in Port Townsend
after training and working with Another Door to
/HDUQLQJ LQ 7DFRPD )RU WKH SDVW ¿IWHHQ \HDUV
she has successfully worked with children and
adults who experience many types of learning
differences, including dyslexia, ADHD, language
GHOD\V PRWRUVSDWLDO DQG YLVXDOVSDWLDO GLI¿FXOties.
Sixth task: Listen to class discussion, then
handwrite the answers to the dictated questions
©2008 WETA. Reprinted by permission, Melinda
Pongrey. Originally published by Learning Connections Blog at Seattlepi.com.
Again, the information is presented in one format
– through talking. The student must listen for the
36
³
SERVICE PROVIDER DIRECTORY
³
ADVOCATES
16 Special Advocacy
16 Bonnie Brookshire, Ph.D. & Associates
16 Teresa A. Langford, Ed.D.
17 Janis S. Block, M. Ed.
6DQG\&ROW&HUWL¿HG$FDGHPLF/DQJXDJH7KHUDSLVW
17 The Clinic for Academic Therapy
17 F. Carter Crain, Attorney at Law
17 The Robert J. Strudler Diagnostic and Remediation Center
17 Golden Triangle Regional Group
PSYCHOLOGICAL ASSESSMENT & COUNSELING
18
18
19
19
20
Lyle R. Cadenhead, Ph.D., MBA, LSSP, LPC
Muriel Meicler, Ph.D.
Elizabeth Sledden Dybell, Ph.D.
Michelle Beard, Ph.D., PLLC
The Dan L. Duncan Children’s Neurodevelopmental Clinic
SCHOOLS
20
21
21
22
22
22
22
30
23
24
24
Briarwood School
Landmark School
The Kildonan School
The Joy School
The Parish School
The Carruth Center at Parish School
School for Young Children
Crossroads School, Inc.
Brehm Preparatory School, Inc
The GOW School
Special Schools Coalition of Greater Houston
25
25
25
25
26
26
26
Speech, Language and Learning at Texas Children’s Hospital
Peggy Wyatt Engman, M.S. C.C.C./SLP
Sharon Seals and Associates
Speech & Language Remediation Center
Speech & Language Services
Wilkenfeld Speech - Language - Learning Center
Memorial Speech, Language, & Learning, Inc.
SPECIAL THANKS
27 Ande Aguilar Photography
27 Speedy Printing
37
³
WEBSITES
³
Attention Deficit Hyperactivity Disorder (ADHD/ADD)
Attention Deficit Disorder
Association Southern Region
Children and Adults with Attention
Deficit Disorder (CHADD)
281-897-0982
adda-sr.org
281-265-7445
chadd.org
832-282-7154
houstonida.org
410-296-0232
interdys.org
800-370-2943
nichd.nih.gov
Dyslexia
International Dyslexia AssociationHouston Branch
International Dyslexia AssociationNational Office
National Institute of Child Health and
Human Development
National Reading Panel
Texas Education Agency (TEA)State Dyslexia Coordinator
800-232-3030
X 1410
nationalreadingpanel.org
www2.ednet10net
Dyslexia and Law
Advocacy, Incorporated
The Arc of Greater Houston
Dyslexia and Related Disorders
Handbook
Emerson Dickman, esq. President,
International Dyslexia Association
National Center for Law & Learning
Disabilities
Parent Advocacy Coalition for
Educational Rights (PACER)
ProactiveParent.com
U.S. Department of Education
Wrightslaw.com
713-974-7691
800-252-9108
713-957-1600
advocacyinc.org
thearcofgreaterhouston.com
ednet10.net/dyslexia.pdf
emersondickman.com
212-545-7510
ncld.org
pacer.org
800-872-5327
proactiveparent.com
ed.gov
wrightslaw.com
Dyslexia, Preschool and Adult Resources
Teacher and Parent Education
Academic Language Therapy
Association
Balanced Reading
Get Ready to Read (Preschool
Resources)
Houston Read Commission
(Adult Resources)
Neuhaus Education Center
(Teacher & Parent Education,
Resources)
Reading Rockets:Launching Young
Readers (Preschool Resources)
Recording for the Blind & Dyslexic
(Talking Books)
Texas State Library “Talking Book
Program”
972-233-9107
altaread.org
balancedreading.com
getreadytoread.org
713-228-1801
houread.org
713-664-7676
neuhaus.org
703-998-2001
readingrockets.org
866-732-3585
rfbd.org
tsl.state.tx.us/tbp
Learning Disabilities
All Kinds of Minds
Coordinated Campaign for Learning
Disabilities
Council for Exception ChildrenDivision of Learning Disabilities
Council for Learning Disabilities
Learning Disabilities Assoc. of
America
Learning Disabilities Assoc. of Texas
LD On Line
National Center for Learning
Disabilities
Great Schools
allkindsofminds.org
888-478-6463
focusonlearning.org
703-620-3660
cec.sped.org
913-492-8755
cldinternational.org
412-341-1515
ldanatl.org
512-458-8234
800-604-7500
ldat.org
ldonline.org
212-545-7510
ncld.org
greatschools.net
38
³
LITERARY SOURCES
³
Books for Parents:
From ABC to ADHD: What Parents Should Know about Dyslexia and Attention Problems by Eric Q. Tridas
Raising Resilient Children by Robert Brooks and Sam Goldstein
Straight Talk About Reading by Susan L. Hall and Louisa C. Moats
It’s So Much Work to Be Your Friend: Helping the Child with Learning Disabilities Find Social Success by Richard
Lavoie
No One to Play With: The Social Problems of LD and ADD Children by Betty Osman
The Between the Lions Book for Parents: Everything You Need to Know to Help Your Child Learn to Read by Linda
K. Rath and Louise Kennedy
Overcoming Dyslexia by Sally Shaywitz
About Dyslexia by Priscilla Vail
Wrightslaw: From Emotions to Advocacy, The Special Education Survival Guide by Pamela Darr Wright and Peter
W. D. Wright
Dysgraphia: Why Johnny Can’t Write (A Handbook for Parents and Teachers) by Diane W. Cavey
Parenting a Struggling Reader: A Guide to Diagnosing and Finding Help for your Child’s Reading Difficulties
by Susan Hall & Louisa Moats
Books for Students:
The Don’t Give Up Kid and Learning Disabilities by Jeanne Gehret
Josh: A Boy With Dyslexia by Caroline Janover
All Kinds of Minds: A Young Student’s Book About Learning Abilities and Learning Disorders by Mel Levine
Keeping A Head in School by Mel Levine
Thank You Mr. Falker by Patricia Polacco
Zipper: The Kid with ADHD by Caroline Janover
How Dyslexic Benny Became a Star: A Story of Hope for Dyslexic Children & Their Parents by Joe Griffith
Books for Teachers:
Beginning to Read: Thinking and Learning About Print – A Summary by Marilyn Adams
Phonemic Awareness in Young Children: A Classroom Curriculum by Marilyn Adams
Visualizing and Verbalizing: For Language Comprehension and Thinking by Nanci Bell
Multisensory Teaching of Basic Language Skills by Judith Birsch
Unlocking Literacy: Effective Decoding and Spelling Instruction by Marcia K. Henry
Students with Learning Disabilities by Cecil Mercer
Speech to Print by Louisa Moats
When Writing is a Problem by Regina Richards
What Reading Research Tells Us About Children with Diverse Learning Needs by Deborah Simmons and Edward
Kaneenui
Preventing Reading Failure in Young Children by Catherine Snow (Ed).
Reading Comprehension: Students “Need Teachers” Tools by Priscilla Vail
A Language Yardstick by Priscilla Vail
Proust and the Squid: The Story and Science of the Reading Brain by Maryanne Wolf
Training:
Neuhaus Education Center, 713-664-7676, www.neuhaus.org
Regional Education Service Centers, tea.state.tx.us/ESC
39
³
8
7
9
1
HISTORY OF THE HOUSTON BRANCH
CELEBRATING
³
32 YEARS OF SERVICE 2010
In March 1978, in the home of a prominent Houston attorney, parents and teachers gathered to express a conFHUQIRUWKHHGXFDWLRQRIFKLOGUHQZLWKVSHFL¿FODQJXDJHOHDUQLQJGLIIHUHQFHVDQGDQLQWHUHVWLQFUHDWLQJDQ
organization to promote efforts on their behalf. That evening the Houston Branch of the Orton Dyslexia Society was born! The group consisted of dedicated teachers and devoted parents interested in helping their children
realize their full language-learning potential. Now this group is known as the Houston Branch of the International Dyslexia Association (HBIDA).
'XULQJWKH¿UVWWZR\HDUVRIWKLVJURXS¶VH[LVWHQFHWKH+RXVWRQ%UDQFKJUHZIURPDPHPEHUVKLSRIWR
LQGLYLGXDOVXQGHUWKHH[SHUWDQGGHYRWHGJXLGDQFHRIWKH¿UVWERDUG7KHRI¿FHUVLQFOXGHGWKHODWH:2VFDU
Neuhaus (President), Lenox (Hutcheson) Reed ( Vice President), Fredda Parker (Recording Secretary), Elizabeth Wareing (Corresponding Secretary), and Marilyn Beckwith (Treasurer).
The successful ABC Ball in 1986, co-chaired by Barbara Hurwitz and Judy Weiss, provided much needed operating capital for the Branch. The proceeds from the ball helped the Branch further its mission of disseminating
LQIRUPDWLRQDERXWG\VOH[LDDQGSURYLGHGVFKRODUVKLSVIRU+RXVWRQDUHDWHDFKHUVWRDWWHQGD¿YHGD\ZRUNVKRS
on dyslexia awareness.
In 1995 the Houston Branch was host to the 46th Annual International Conference, “Explore, Discover, ChalOHQJH´ZLWKDWWHQGHHV2WKHUHQGHDYRUVIRUWKH%UDQFKKDYHLQFOXGHGSXEOLFDWLRQRI³'HDOLQJZLWK'\VOH[LD´SXEOLFDWLRQRIDQDQQXDO5HVRXUFH'LUHFWRU\VXFKDVWKLVRQHDQQXDOVSULQJDQGIDOOFRQIHUHQFHVZLWK
nationally acclaimed speakers, panels of parents and college students, and the provision of speakers for local
events and organizations. HBIDA has expanded its outreach in Texas by sponsoring 3 regional groups: Golden
Triangle, East Texas, & Brazos Valley.
In 2006, HBIDA mourned the loss of one of its most active members and a past president of HBIDA, Nancy
LaFevers Ambrose. In her memory the Nancy LaFevers Ambrose Scholarship Fund was established, enabling
HBIDA to provide funding for individuals unable to pay for diagnostic testing. With additional memorial gifts
in memory of Dr. John Lopez, a well-known and beloved dentist from Beaumont, Texas, HBIDA established
the John Lopez Scholarship Fund, enabling HBIDA to provide funding for individuals to attend our conferences and workshops.
1RZLQRQLWVWK$QQLYHUVDU\+%,'$UHDI¿UPVLWVFRPPLWPHQW³WRSXUVXHDQGSURYLGHWKHPRVW
FRPSUHKHQVLYHUDQJHRILQIRUPDWLRQDQGVHUYLFHVWKDWDGGUHVVWKHIXOOVFRSHRIG\VOH[LDDQGUHODWHGGLI¿FXOWLHV
LQOHDUQLQJWRUHDGDQGZULWH«´,'$3XUSRVH6WDWHPHQW
1978
Celebrating 32 Years of Service
2010
40

Resource Directory 2010 - The Houston Branch of the International

Transcription

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