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Dyslexia Handbook Oklahoma - sde.ok.gov

Oklahoma Dyslexia Handbook : A GUIDE TO LITERACY DEVELOPMENT AND. READING STRUGGLES. July 1, 2019. 0|Page Table of Contents Acknowledgment .. 4. CHAPTER 1 INTRODUCTION .. 6. Purpose of 7. Why Does It Matter? .. 8. Social and Emotional Connection .. 8. What Are We Missing? .. 10. CHAPTER 2 WHAT IS Dyslexia ? .. 11. What Is a Specific Learning Disability (SLD)? .. 12. Why should we identify Dyslexia ? .. 12. How Do We Define Dyslexia ?.. 13. Characteristics of Dyslexia .. 13. Dyslexia by Age and Grade .. 16. CHAPTER 3 WHAT IS THE SCIENCE OF READING? .. 17. How Do We Learn to Read using the Simple View of Reading?

4 | P a g e Acknowledgment In order to assure a broad representation for input into this handbook, a diverse group of individuals with expertise in dyslexia and education were brought together to

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Transcription of Dyslexia Handbook Oklahoma - sde.ok.gov

1 Oklahoma Dyslexia Handbook : A GUIDE TO LITERACY DEVELOPMENT AND. READING STRUGGLES. July 1, 2019. 0|Page Table of Contents Acknowledgment .. 4. CHAPTER 1 INTRODUCTION .. 6. Purpose of 7. Why Does It Matter? .. 8. Social and Emotional Connection .. 8. What Are We Missing? .. 10. CHAPTER 2 WHAT IS Dyslexia ? .. 11. What Is a Specific Learning Disability (SLD)? .. 12. Why should we identify Dyslexia ? .. 12. How Do We Define Dyslexia ?.. 13. Characteristics of Dyslexia .. 13. Dyslexia by Age and Grade .. 16. CHAPTER 3 WHAT IS THE SCIENCE OF READING? .. 17. How Do We Learn to Read using the Simple View of Reading?

2 17. Why Is Reading Difficult for Students with Dyslexia ? .. 19. CHAPTER 4 WHAT IS EFFECTIVE READING INSTRUCTION? .. 22. Core Reading Instruction for All Students .. 23. How Do Teachers Know What to Include in Their Instruction? .. 23. Components of Effective Instruction Using the Reading Rope .. 24. Language Comprehension: The Upper Components of The Reading Rope .. 25. Word Recognition: The Lower Components of The Reading Rope .. 28. Reading Comprehension: The By-Product of Good Word Recognition and Language Comprehension .. 34. Quick Guide for Systematic Implementation of the Reading Rope.

3 36. CHAPTER 5 USING DATA TO DETERMINE STUDENT NEEDS .. 37. Universal Screening .. 38. How does MTSS/RTI influence Universal Screening? .. 39. Dyslexia CHECKLIST FOR TEACHERS: Elementary .. 41. Dyslexia CHECKLIST FOR TEACHERS: Middle School/High School .. 43. Informal Classroom Diagnostic .. 45. FAMILY QUESTIONNAIRE .. 47. CHAPTER 6 EDUCATIONAL EVALUATION/FORMAL ASSESSMENT FOR Dyslexia .. 49. How Do We Identify Dyslexia Using Formal Assessment? .. 50. Components of an Effective Evaluation .. 51. Analyzing Assessment Results .. 52. Differential Identification Questions for Dyslexia .. 52.

4 1|Page CHAPTER 7 USING STUDENT DATA TO DIFFERENTIATE INSTRUCTION DURING. INTERVENTION .. 55. How Do We Deliver Tiered Intervention? .. 56. Structured Literacy .. 58. Elements of Structured Literacy .. 59. Principles in Teaching Structured Literacy .. 61. Knowledge and Practice Standards for Teachers of Reading .. 65. Guide on Structured Literacy by IDA .. 66. Computer Programs for Instruction .. 66. Instructional Considerations for Older Students .. 66. CHAPTER 8 WHAT ABOUT SPECIAL SITUATIONS? .. 69. Twice-exceptional or the gifted student with Dyslexia .. 70. English Learners English Learners (EL's).

5 71. Dyslexia After Intervention .. 73. Coexisting Disabilities .. 74. Dyslexia Effects Beyond Reading .. 75. 75. Handwriting/Writing .. 76. Written 77. Organization/Executive Function .. 77. 77. Math .. 78. CHAPTER 9 HOW CAN STUDENTS WITH Dyslexia BE SUPPORTED? .. 79. Universal Design for Learning (UDL) .. 80. Differentiation in the Classroom .. 81. What are Accommodations? .. 82. Accommodations vs. Modifications .. 82. Accommodations and 83. Common Classroom Accommodations .. 83. Foreign Language/ Graduation Requirements .. 84. Reading Sufficiency Act (RSA) .. 85. Driven to Read (8th Grade Reading Test).

6 85. Transitions and Revisions .. 85. Use of Assistive Technologies .. 85. What is Assistive Technology? .. 86. Considerations for Effective AT Implementation .. 87. Common AT Tools .. 89. 2|Page Text to Speech/ Audiobooks .. 89. Synthetic vs. Human 90. CHAPTER 10 WHAT RESOURCES ARE AVAILABLE? .. 92. School and District Resources .. 93. Pre-Service and In-Service Preparation for 93. The Need for a Variety of Engaged Educators .. 93. More Information .. 94. Student Section .. 95. Parent Section .. 96. Your child is struggling at school or at home. What's next? .. 96. How do you request additional testing or evaluation?

7 97. Can my child be retained?.. 99. Buyer 99. State and Community Resource Support .. 101. CHAPTER 11 WHERE CAN I LEARN MORE? .. 103. Seeking Effective Professional Development and Learning .. 104. National Dyslexia & Reading Organizations .. 104. Books for Learning .. 105. APPENDICES .. 108. Appendix A: Assembling a Battery for Dyslexia Screener and Assessments .. 108. Appendix B: Characteristic Profile of 111. Appendix C: Components of Structured Literacy Intervention Checklist .. 112. Appendix D: Sample Lesson Plan and Sample Scope and Sequence Chart .. 113. Appendix E: A Quick Guide to Evidence-Based Literacy Instruction.

8 116. Appendix F: Nationally Recognized Certifications for Educators of Dyslexia Instruction .. 119. Appendix G: Knowledge and Practice Standards Self-Study Checklist .. 120. CITATIONS .. 135. GLOSSARY .. 145. ACRONYMS & ABBREVIATIONS .. 11955. 3|Page Acknowledgment In order to assure a broad representation for input into this Handbook , a diverse group of individuals with expertise in Dyslexia and education were brought together to develop this document. We would like to acknowledge the following members of the Dyslexia and Education Task Force who were appointed by the Oklahoma Legislature, at the request of (2017) authored by Speaker Charles McCall, Oklahoma State House of Representatives; and amended by (2018).

9 Authored by Representative Rhonda Baker, Oklahoma State House of Representatives. Chair Michelle Keiper, Advocate, Decoding Dyslexia Oklahoma ;. Vice Chair Dr. Julie Collins, Professor, University of Central Oklahoma ;. Representative Donnie Condit, Oklahoma House of Representatives (2018);. Representative Mike Sanders, Oklahoma House of Representatives (2019);. Kenya Coyle, Speech Language Pathologist;. Michele (Scott) DeBerry, Director of Special Services, Duncan Public Schools;. Michelle Eidson, Principal, Deer Creek Public Schools;. Vanessa Gerst, Reading Specialist, Deer Creek Public Schools.

10 Amy Hill, Counselor, Mustang Public Schools;. Janice Hodges, Classroom Teacher, Duncan Public Schools;. Tiffany Jenkins, Parent;. Andrea Kunkel, General Counsel, Cooperative Council for Oklahoma , School Administration;. Renee Launey Rodolf, Director, Office of Educational Quality and Accountability designee;. Todd Loftin, Executive Director of Special Education, State Superintendent of Public Instruction designee;. Charlie Martin (c/o Tami Martin), Student;. Renee McFarland, Special Education Teacher, Sand Springs Public Schools;. Eric O'Brien, Nationally Certified School Psychologist, Broken Arrow Public Schools (2018).


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