Sorry for the Typos A workbook that places you in the shoes of a dyslexic.
Disclaimer:
This book was created by a dyslexic, so if there are any typos, please bear with me.
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humanity
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humidity
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rediculous
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ridiculous
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dysleixa
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dyslexia
Welcome to my world.
Lesson Plans
objective To dispel the myths of what dyslexia is and thinking that dyslexics are not smart by putting the audience in the shoes of a dyslexic through a series of exercises.
overview This book is organized by how one learns to read and write. Starting out with learning sounds of letters, sounds of words, identification, spelling and so forth. This is how anyone would learn to read and write with some modifications for how a dyslexic would interpret it.
Lesson Four
Lesson One
introduction
16-41
42-89
resources and recommendations
146-153
Lesson Six
Lesson Three
identification
116-145
Lesson Five
Lesson Two
reading and writing
comprehension
90-115
conclusion
154-156
Dyslexia is the most common
Fact One
learning disability.
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This book was created to help those who do not have dyslexia gain perspective on what it feels like to have dyslexia. It is my hope that this book dispels the stigmas and misconceptions of what dyslexia even is. Many people think that dyslexia just involves reversing numbers and letters, but this is only one of many symptoms and obstacles individuals with reading disorders face. As someone who has dyslexia, I felt there was a gap in the material and resources available to educate others about Dyslexia. There are self-help books for individuals with Dyslexia and their parents, there are psychology books intended for professionals, and confidence boosting books for young children. When my friends find out I have dyslexia, they don’t really understand the disorder and its implications. Growing up, I was always afraid to be called on to read aloud in class or for someone to look at my notes and see my spelling errors. When people text me, they joke that I have my own language because I make so many typos. This book will put the reader in the shoes of a dyslexic, and hopefully help them to understand that dyslexia does not mean that one is not smart, but rather that he/she thinks differently‌and makes frequent spelling errors (because I still do).
Introduction
17 Lesson: 1 | Introduction
Dyslexia is a complex disorder that has its roots in the very basic brain systems that allow man to understand and express language. This means that the brain struggles to process sounds as well as to recognize, spell, and sounds out words. A diagnosis of dyslexia reflects a reading difficultly that is unexpected for a person’s age, intelligence, level of education or profession. It is a clinical diagnosis based on a thoughtful synthesis of information—from the child (or adult’s) personal and family history; from observations of her speaking and reading; and from tests of reading and language. Phonologic abilities are not related to intelligence, and in fact, are quite independent of intelligence. Many children with superior intelligence are dyslexic. Dyslexia can be thought of as a way of thinking, or a processing style. Dyslexics think differently; each dyslexic experiences dyslexia in their own way. Many of the challenges of dyslexia are direct trade-offs for flip-side strengths. These strengths typically go unrecognized. Helping dyslexics embrace their strengths allows them to gain the resiliency to bounce back from life’s challenges that result from their learning difficulties. There are many stigmas that surround people with dyslexia. Dyslexics are often wrongly perceived as being lazy or unmotivated because their difficulties are in direct contrast with their own amazing abilities. Because of the negative
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labels society uses, parents sometimes refuse to have this difference properly identified, as they don’t want their child to know they’re different. But a dyslexic child already knows that they’re different. They have likely been wondering, perhaps for longer than their parents, “What’s wrong with me?”
19 Lesson: 1 | Introduction
myth one
Dyslexia only effects reading Dyslexia primarily affects reading and spelling. However, the basis of dyslexia is a processing difference. These processing obstacles can affect all aspects of language, resulting in difficulty with listening, speaking, reading comprehension, writing, and some aspects of arithmetic or math. Related processing areas include memory, rapid retrieval, sequencing, spatial awareness, kinesthetic awareness, and figure/ ground discrimination. myth two
All dyslexics use mirror writing; if one does not write backwards, they is not dyslexic Reversals are developmentally appropriate though the second grade and are commonly made by individuals with learning disabilities well past then. Mirror writing, often called the Leonardo Syndrome (after Leonardo da Vinci) is an extension of reversals and is only one of many visual spatial characteristics that may be exhibited by some dyslexic. A diagnosis of dyslexia cannot be made based on any single characteristic. myth three
More dyslexics are boys The gender ratio in individuals with reading disables is no different from the gender ratio in the population as a whole.
The latin root of the word stigma is a marking on the skin by a burning with a hot iron, a mark of disgrace.
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myth four
Dyslexics cannot go to college Dyslexics can and do succeed in college. Dyslexics are often quite bright and possess many cognitive strengths. Many learn basic skills though a strategies approach that focuses on their many intellectual strengths. There is also substantial assistance for students diagnosed with learning disabilities, such as extra time or having a note taker. Because dyslexics process information differently, they perceive the world differently, often leading to great depth of problem solving and creativity. myth five
All dyslexics have poor writing skills There is a wide variety of writing competencies exhibited among dyslexic learners. Some dyslexics are good in both the content and mechanics of writing, with the exception of spelling. Some have extremely good written expression skills but poor mechanics, or vice versa. Others have difficulties with both aspects of writing. The snuggles are due to the organizational aspects of written language and its demand for multi-tasking. A student’s struggles are significantly compounded if he experiences the concurrent problem of dysgraphia. myth six
Dyslexia can be cured This is quite false. Dyslexia is a lifelong disorder, and although strategies and skills can be taught, the processing components that define dyslexia cannot be cured. Many, like Thomas G. West, would not want dyslexia to be cured.
There are many negative stigmas/ myths that surround dyslexia. Many of which are highly inaccurate and stem from a lack of understanding what dyslexia is. (These are only some of the many myths.)
21 Lesson: 1 |
Not only do many dyslexics carry remarkable talents that benefit their society enormously, but the same talents exist in unusually high frequency among their unaffected relatives. If we could somehow prevent these brain changes, and thus prevent the appearance of dyslexia, might we not find that we have deprived the society of an important and irreplaceable group of individuals endowed with remarkable talents?
�
Tomas G. West
Introduction
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Dyslexia is a learning disability that creates difficulty for those to deal with language, symbols, and numbers. Dyslexia can affect multiple attributes, but does not hinder one’s overall brain function. Rather, it is “a localized weakness within the phonologic module of the brain. This module is the functional part of the brain where the sounds of language are put together to form words and where words are broken down into sounds.” A common mis-perception of dyslexia is that it is a mental challenge that would mean one is “slow” or “dumb,” but in reality, those with dyslexia are often gifted and just have different learning methods. I want to change the way people perceive dyslexia and shatter the myth that having dyslexia means that they are unintelligent. Many of the strengths associated with dyslexia seem to be directly connected to a right-brain-learning style. The right hemisphere is associated with cognitive skills, such as creativity, emotion and intuitiveness. Right-brain dominant people are characterized as artistic and innovative. The left brain deals with language, logic and reasoning. People with dyslexia often have weaknesses in the areas in which the left brain is more dominant.
23 Lesson: 1 | Introduction
Although right brain people are seen as more creative, dyslexics are known for having poor handwriting. This is actually dysgraphia. Like dyslexia, dysgraphia is misunderstood and over simplified. Dysgraphia is most well-known for its effect on ones ability to write coherently, but there are many other aspects. For example, keeping track of thoughts, translating speech to text, difficulty thinking of words and more. For many children with dysgraphia, just holding a pencil and organizing letters on a line is difficult. These and other writing tasks— like putting ideas into organized language, storing and then retrieving information from memory— may all add to struggles with written expression.
Dysgraphia is a brain-based condition that causes trouble with written expression. The term comes from the Greek words dys (“impaired”) and graphia (“making letter forms by hand”). Similar to dyslexia and dysgraphia are often seen together but are separate conditions.
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Left-Brain Functions Creativity Imagination Intuition Insight Holistic Thought Music Awareness 3-D forms Left hand Control
25 Lesson: 1 |
Analytic Thought Logic Language Reasoning Science and math Writing Right-hand Control
A dyslexic uses mostly right-brain.
(back)
Introduction
Right-Brain Functions
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A common source of confusion is the distinction between Dyslexia and Dysgraphia. Many people erroneously see them as similar or even interchangeable disorders. Although they are different disorders, they share many similarities.
Both have a poor processing base causing sequencing struggles: poor ability to organize information or movements in a specific automatic order Both involve a struggle to develop automatically of overall performances: skill performance is labored, resulting in decreased efficiency and poor automatic use Both involve a struggle with automatic visual recognition and/ or retrieval of letter form Both benefit from similar strategies: Systematic instruction Multi-sensory techniques Focus on making connections Staging (performing one subtask at a time) Both benefit from similar compensations: External assistance (books on tape or dictation of papers) Extra time
27 Lesson: 1 | Introduction
The earlier one is diagnosed with dyslexia the better, so that they can get the proper accommodations for their learning disability. Although there perception is that dyslexia is just flipping letters and numbers, there is a lot more to it than that.
Here is a list of general dyslexic symptoms: Trouble with... learning to speak learning letters and their sounds organizing written and spoken language memorizing number facts reading quickly enough to comprehend keeping up with/comprehending longer reading assignments spelling learning a foreign language Difficulty with remembering simple sequences such as counting to 20, naming the days of the week, or reciting the alphabet
Difficulty understanding the rhyming of words, such as knowing that fat rhymes with cat
Trouble recognizing words that begin with the same sound (for example, that bird, baby”, and big all start with b)
Pronunciation difficulties
Trouble easily clapping hands to the rhythm of a song
Difficulty with word retrieval (frequently uses words like “stuff” and ‘that thing’ rather than specific words to name objects)
Trouble remembering names of places and people
Difficulty remembering spoken directions
It is important to note that not all students who have difficulties with these skills have dyslexia.
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Observing symptoms is not enough, formal testing of reading, language, and writing skills is the only way to confirm a diagnosis of suspected dyslexia. An individual can have more than one learning/behavioral disability. For example, in various studies as many as 30% of those diagnosed with a learning or reading difference have also been diagnosed with ADHD. Although disabilities may co-occur, one is not the cause of the other. Dyslexia does not affect ones ability or intelligence, but rather specific parts of ones brain and specific skills one might have. There are four genres responsible for dyslexia: phonological awareness, verbal memory, rapid serial naming and verbal processing speed. The enormous complexity of the brain in its initial development presents a myriad of opportunities for a mis-connection or a false connection. Within this context we can begin to consider the genesis of the difficulties in dyslexia. Most likely as a result of a genetically programmed error, the neural system necessary for phonologic analysis is somehow mis-wired, and a child is left with a phonologic impairment that interferes with spoken and written language. Depending on the nature or severity of this fault in the wiring, we would expect to observe variations and varying degrees of reading difficulty.
29 Lesson: 1 | Introduction
Mapping the neural pathways in good readers opened the door to understanding the nature of the difficulty in dyslexic readers. Imaging studies revealed markedly different brain activation patterns in dyslexic readers compared to those in good readers. As they read, good readers activate the back of the brain and also, to some extent, the front of the brain. In contrast, dyslexic readers show a fault in the system: under-activation of neural pathways in the back of the brain. Consequently, they have initial trouble analyzing words and transforming letters into sounds, and even as they mature, they remain slow and not fluent readers. MRIs are a common way of examining dyslexic brains. MRIs can give images of the brain’s health, while functional MRIs (fMRI) photograph how brain is functioning. In an fMRI the patient lays in the MRI with a screen that gives them ‘quizzes’; the brain is photographed while it is working to see what part of the brain is being used. For example, one would lie down in the MRI with a controller in their hand. The controller would have a yes and no button. Two words would appear on a screen and the individual in the MRI would be asked if they rhyme. The MRI records their thinking process. If the process activates neurons in the Broca’s area, fresh oxygenated blood flows into the area and into each region connected to the neutral network responsible for phonologic analysis.
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At all ages, good readers show a consistent pattern: strong activation in the back of the brain with lesser activation in the front. In contrast, brain activations in dyslexic children appear to change with age. Imaging studies reveal that older dyslexic children show increased activation in frontal regions so that by adolescence they are demonstrating a pattern of overactivation in the Broca’s region—that is, they are increasingly using these frontal regions for reading. It is as if these struggling readers are using the systems in front of the brain to try to compensate for disruption in the back of the brain. This coincides with what is known about the reading style of many dyslexics. One means of compensating for a reading difficulty, for example, is to subvocalize (say the words under your breath) as you read, a process that utilizes a region in the front of the brain (Broca’s area) responsible for articulating spoke words. Under the guidance of this frontal system, a dyslexic reader can develop an awareness of the sound structure of a word by physically forming the word with his lips, tongue and vocal cords. This process of subvocalization allows him to read, albeit more slowly than if the left posterior system were working.
31 Lesson: 1 | Introduction
Identify Do these word pair rhyme?
LETE JEAT
MOBE HAIB
This is an example of an MRI simulation giving to a patient called an fMRI. While in an MRI there would be a screen and the patient would have a yes/no button. Doctors would watch these activities.
Dyslexia is not the result of neurological damage,
Fact Two
but a product of neurological development.
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Case Study 1 Rose (me), 22 New York, USA
41 Lesson: 1 |
a learning disability did not mean I was dumb, I was worried how others would perceive me.
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Rose
Introduction
“ Although I had internalized that having
Reading and Writing
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Lesson: 2 |
Seventy to eighty percent of American children learn how to
Reading and Writing
transform printed symbols into a phonetic code without much difficulty. For the remainder, however, written symbols remain a mystery. These children are dyslexic. They cannot readily convert the alphabetic characters into a linguistic code. A young child must develop phonemic awareness if [they are] to be a good a reader. That is to say [they] must understand that spoken words are made up of smaller units of speech sounds, phonemes. And, of course, it is these very same phonemes to which the letters of the alphabet must attach if the written word is to be brought into the language system. All readers— dyslexic readers included—must take the same steps. The difference is simply in the effort involved and the time it takes to master the alphabetic principle. One of the most common struggles for dyslexic kids is that they have difficulty sounding out new words. Knowing which letter symbol(s) go with which sound is what phonics is all about. Difficulties with phonics affect both reading and spelling. Most students benefit from learning the most common sound/ symbol parings for spelling, if nothing else.
Phonemic awareness is the ability to notice, identify, and manipulate the individual sounds—phonemes—in spoken words.
Almost all people with dyslexia struggle with spelling and face serious obstacles in learning to cope with this aspect of their learning disability. The definition of dyslexia notes that individuals with dyslexia have “conspicuous problems” with
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spelling and writing, in spite of being capable in other areas and having a normal amount of classroom instruction. Many individuals with dyslexia learn to read fairly well, but difficulties with spelling (and handwriting) tend to persist throughout life, requiring instruction, accommodations, task modifications, and understanding from those who teach or work with the individual.
Spelling One common but mistaken belief is that spelling problems stem from a poor visual memory for the sequences of letters in words. Recent research, however, shows that a general kind of visual memory plays a relatively minor role in learning to spell. Spelling problems and reading problems, originate with a language learning weaknesses. Therefore, spelling reversals of easily confused letters such as b and d, or sequences of letters,such as whet for went are manifestations of underlying language learning weaknesses rather than of a visually based problem. Most of us know individuals who have excellent visual memories for pictures, color schemes, design elements, mechanical drawings, maps, and landscape features, for example, but who spell poorly. The kind of visual memory necessary for spelling is closely “wired in� to the language processing networks in the brain.
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Lesson: 2
the features of language that those letters represent. Most commonly, poor spellers have weaknesses in underlying language skills including the ability to analyze and remember the individual sounds (phonemes) in the words, such as the sounds associated with j, ch, or v, the syllables, such as la, mem, pos and the meaningful parts (morphemes) of longer words, such as sub-, -pect, or -able. These weaknesses may be detected in the use of both spoken language and written language; thus, these weaknesses may be detected when someone speaks and writes.
Writing Many dyslexics are embarrassed and try to avoid reading aloud in class or having to write. There are a few reasons why students feel intimated by writing and avoid it. For example, having a hard time getting started and feeling overwhelmed by the task, struggling to organize and use mechanics of writing, struggling to develop ideas fluently, struggling to keep track of thoughts and translating it to paper, struggling with spelling which interfaces with automatic use of writing mechanics, feeling the paper doesn’t come out the way you want, and more. These are all symptoms of dyslexia discussed in the Introduction lesson.
Reading and Writing
because they have trouble noticing, remembering, and recalling
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Poor spellers have trouble remembering the letters in words
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Dyslexics need multi-sensory teaching to help them make connections between the various components of sound and symbol. They need to connect information that is auditory (the sounds), visual (the letters), and kinesthetic (the feeling of the sounds in the student’s mouth or the feeling in his hand as he writes). Active participation helps the student focus attention and generate more efficient connections. Learners need to bring sound/symbol correspondence and decoding to levels of automatically, which requires substantial time and effort utilizing explicit systematic multi-sensory phonics instruction.
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Lesson: 2
sequential phonics.
Implicit phonics
VS
Sounds taught in the context of words Chill infers sound/ symbol from the pattern in words
Random phonics VS
Explicit phonics Sounds taught by themselves (in isolation) Sound/ symbol taught directly explicitly
Systematic and sequential phonics
Sounds taught in random sequence
Sound patterns taught systemically
Sounds taught as they come up in words children naturally use
Sounds taught with a predetermined, logical sequence
Reading and Writing
aspects: Implicit, explicit, random and systematic and
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There are four types of phonics, each dealing with different
SOUNDING OUT
What sound is this?
s
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ccc
Students start out by sounding out letters. It is hard for one to connect a shape to a sound, especially when those sounds change depending on what other shapes (letters) are surrounding it!
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m + aaa + n
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man
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Spelling and reading are intimately linked; to spell correctly a child relies on their stored representations of a word, and these are imperfect in dyslexia. Spelling difficulties may be an indication that the child is not paying attention to all the letters in a word and not storing that word correctly. In fact, spelling errors may remain long after a dyslexic child or adult has learned to decode most words accurately. Analysis of spelling errors often reveals omissions of entire blocks of sounds or confusion of the order of sounds. Many dyslexic students who have gotten past (or never have) reading struggles still have great difficulty with spelling. While tools such as spell check and predictive text are incredibly helpful, some focused work on the most frequently used words and patterns can have a large payoff. Dyslexics don’t tend to be incidental learners; that is they do not automatically pick up on patterns and rules. Dyslexics need direct, systematic instruction that makes the rules and patterns explicit. They need to be taught the patterns as well as rules and generalizations that go with them. The amount of phonics taught in most spelling curriculum is not enough for dyslexics.
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Tomas G. West
Reading and Writing
”
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using a smaller word or words (often poor compromise). Spell checkers are a great help but not always. Often the spelling is mangled so much that the spell checker can’t find a match.
Lesson: 2
“ My spelling is atrocious...I compensate by
1 10
Fact Three
dyslexic
are
people
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Sound out these words made-up words
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Ishkabibble
NON-SCENE WORDS
loterataber
confuffle
Harder then it looks right? Dyslexics are prompted to try to sound out nonsense words to help them learn how to sound out unfamiliar words.
MIRRORING
table
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tadle
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6
63
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A common trait seen in dyslexics is mirroring (both letters and numbers). In many typefaces letters such a b and d are exact mirror (flip) of each other. This makes writing or reading with these letters harder.
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Case Study 2 Jamie, 12 Glasgow, Scotland
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”
Jamie
Reading and Writing
other people who are struggling.
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what it’s like to struggle and I want to help
Lesson: 2
“ We all support each other because I know
HOMONYMS
they’re
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their
MIRRORING
form
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from
Many dyslexics will not even notice these mistakes such as homonyms and mirroring. Mirror writing is not just flipping a singular letter, it can also involve flipping/moving where a letter falls in the word.
INVENTED SPELLING
krr
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car
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knd
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candy
All of these invented spellings are the words sounded out. Eventually the dyslexic will learn to turn these into the correct spelling of the word.
BREAKING UP WORDS
to-get-her
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together
Students learn to break up larger words into syllabus and small words within larger words.
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Case Study 3 Kane, 15 Merthyr Tydfil, Wales
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Kane
Reading and Writing
�
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age of zero.
Lesson: 2
“ I left primary school at 11 with the reading
Identification
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Lesson: 3
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Identification
The struhgul is reehl
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Time to test yourself!
december, november october, september, august, july, june, may, april, march, february, january
Write the months of the year backwards 93
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Repeat this number backwards (without looking at this page)
67532910
01625376
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A dyslexic might reverse a few numbers, flip, or leave some out.
Dyslexia commonly run in
Fact Four
families; it is genetic.
OMITTING LETTERS
conible
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convertible
Some dyslexics will omit parts of the word. While reading, one sometimes glazes over letters or syllabus and will read the word differently. This also translates into spelling; when one hears the word one sometimes forgets to write all parts of the word (even though they know the word).
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Can you remember those numbers from before?
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Repeat them
Testing ones ability to recall and repeat numbers or lists from memory or to repeat a list backwards, is a common test giving to determine if one has dyslexia. There are many aspects to the test where the patient is judged on observation of behavior and thought process. 67532910
RHYME
Identify which of these word pairs rhyme
food + foam
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talk + walk
Dyslexic children who demonstrate reading difficulties may show early signs of insensitivity to rhyme. By the beginning of kindergarten dyslexic children many still not be able to demonstrate that they hear a rhyme. In the above example, a child would be confused on which pair rhymes. walk + talk
IDENTIFYING WORDS
Teacher: What is this word?
volcano Student: I don’t know
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Teacher: What is this?
Student: Tornado!
This confusion happens because the brain has trouble advancing from letter identification to word meaning. The dyslexic reader knows the word but cannot process it. The dyslexic knowns the information, but to rapidly and orally present such information often results in the retrieval of the related phoneme.
IMAGE IDENTIFICATION
Identify the images
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Dyslexics are observed as they identify and process images. They are assessed by how specific or general they identify the images. For example for the first image one might say 2 watches, while some might say watch. Both answers are correct one is just more descriptive.
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Case Study 4 Ryan , 11 years old London, England
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“ I think dyslexia is good because no Identification
Ryan
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�
Lesson: 3
one is normal and no one is the same.
Comprehension
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Dyslexics frequently have a very good ability to remember and analyze contextual information. However, many aspects of academic learning, especially rote sequential memory and associative cause them substantial difficulty. These are the tasks that require students to remember a sequence (math facts, tion, such as a name and a date. When students struggle, it is important for them to realize why the task is difficult (is it the
Comprehension
strategy to deal with the difficulty.
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sequencing? Too many details?) and then develop an alternative
Lesson: 4
months of the year) or to relate two or more pieces of informa-
OMITTING WORDS
I walk the park
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I walked the dog in the park
MIXING WORDS
preserve
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perceive
Spell check does not catch these. When reading over usually one does not catch them.
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sail
123
sale
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The following simulations are provided for you to experience processing difficulties similar to those experienced by dyslexic. The exercises are also useful as a means of explaining such possible difficulties to others.
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After each activity, answer the following questions. After you’ve completed all simulations, compare and contrast your reactions to each exercise.
| Comprehension
1. Did your eyes feel fatigued? 2. Did you feel physical stress? 3. How efficient (and automatic) was your comprehension? 4. How easy or hard was the activity for you? 5. What were your feelings while preforming the activity?
Lesson: 4
Answer these questions
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Read this paragraph starting at the point on the bottom left. Do not use your finger or a marker to keep your place; use only your eyes. Read alternating moving from bottom to top and top to bottom. Continue reading up and down until you read the end.
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Simulation One
Start
We read based on patterns. Many students with dyslexia experience difficulty viewing words as an integrated whole. This simulation also demonstrates what happens when eye tracking skills are not automatic.
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Reading can be difficult because of substantial reversals and visual difficulty staying on a strait line turning the task. When reading the passages, remember that as adults we are familiar with left/right progression and we have the ability to recognize which letter is which, even if it is only made with a line and a circle (as in b,b,p,q). Students who dyslexia do not have these skills internalizing in an automatic manner.
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Simulation Two An old wom an dakeb some gin gerdreab. She hab some bough left ov er, so she mabe the sha be of a little man. She mape eyes, anoseand a smil ing mouth andpl aceq curra ntsbown his front to look like du ttons. Thenshe laib hi mon a qak ingtray and put himint he oven. After a while, som ething rattlebat theo ven boor. She ope nedit and out ju mped the littlegin gerdreab man. She triep to catch him duthes lippeb dast her, ca llingas he ran, “Run, run, as fast as you can. You can’t catch me, I’m the gingerdreab man!”
Simulation Three
Simulation two shows and unedited passage written by a dyslexic. This writing sample shows both mirror lettering and inaccurate spacing. Simulation three shows the struggles of trying to track words on a line.
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Dyslexia is a disability that is sensitive to particular typefaces, both in print and on screen. Many dyslexic people find that the readability of a piece of text varies greatly depending upon the font (type face or type style) used. Serif fonts, with their ‘ticks’ and ‘tails’ at the end of most strokes (as found in traditional print fonts such as Georgia or Times New Roman), tend to obscure the shapes of letters, so sans-serif fonts are generally preferred. Many dyslexic people also find it easier to read a font that looks similar to hand writing as they are familiar with this style, and some teachers prefer them. However, these types of fonts can lead to confusion with some letter combinations, such as “oa” and “oo”; “rn” and “m”. The size of the ascenders and descenders (the ‘stems’ on letters like p and b) are also important as many dyslexic readers rely on recalling the visual shape of a word due to poor phonological awareness. If ascenders and descenders are too short the shape of the word is more difficult to identify and can make reading slower and less accurate.
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“ I cannot emphasize enough the importance
Comprehension
Sally Shaywitz
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”
Lesson: 4
of focusing on the strengths as well as the weaknesses. The goal is to make sure that the strengths and not the weaknesses define the child’s life.
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There are certain parts of letter forms that dyslexics confuse with other letters. This graphic leaves only the confusing parts of the letter forms. The text is still legible. This can give you, in a way, a sense of how a dyslexic would see text. still legible but hard to define the letters.
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Lesson: 4 | Comprehension
By only leaving the parts of the letter-forms that cause dyslexics to confuse letters, this typeface has non-dyslexic readers slow down to read at the speed of a dyslexic. Although still legible it takes a second to process what the letters are.
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According to typographic rules, letters should be shaped symmetrically; a shape that does not favor people with dyslexia. Basic rules are ignored, the challenges of dyslexia form the guidelines. Dyslexie font, a well readable font for people with dyslexia, avoids mirroring, turning, swapping and crowding. Font types have a significant impact on readability for people with dyslexia. There are certain aspects of typography that can make reading easier for dyslexics. For example, dyslexics do not benefit from a high contrast like a white background with black text. San serif typeface is recommended since the tails on serifs make it harder to distinguish letter forms and spaces between letters. One’s ability to read and comprehend text is measured by analyzing eye tracking. With sanserif and dyslexic designed typefaces, there is less eye movement and more ability to focus on the words. There have been multiple sanseif typefaces designed for dyslexics. The Dyslexie font was specially designed for people with dyslexia, in order to make reading easier. Readability and specific characteristics of dyslexia are used as guidelines for the design. The most common reading errors of dyslexia are swapping, mirroring, changing, turning and melting letters together. In the Dyslexia font, every letter is uniquely shaped, eliminating the common reading errors of dyslexia. For example, the issue of flipping a ‘b’ and ‘d’ as they are usually exact
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mirrors of each other. This problem is resolved in the Dysleixe font by having the letters be distinctly different. The innovative font is highly beneficial for people with dyslexia, also offering non-dyslexics some reading benefits.
Lesson: 4 | Comprehension
(on next page) The breakdown of the Dyslexie font and what aspects were changed from normal typefaces (in this case compared to Helvetica) in order to be more legible by dyslexics.
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Lesson: Four
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Comprehension
abc
bdu
Heavy Bottom The center of gravity is placed at the bottom, which avoids turning letters upside down and adds a clear base line.
Inclined Letters Some ‘twin’ letters’ are placed slightly inclined, which makes them easier to distinguish.
Enlarged Openings The openings of the Dysexie font letters are enlarged. This way letters look less alike and will be easily recognized by their shape.
djl
Other Shapes The shape of the letters that look alike are adjusted subtly, which decreases the chance of switching and mirroring them.
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Lesson: Four
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Comprehension
Longer Sticks Some Dyslexie letters have longer sticks, which help to decrease switching letters while reading.
Letters that look alike are differentiated by several heights. This way each Dyselxie font letter is an unique character, avoiding letters swaps.
Higher x-height The height of the letters is increased, whereas the width isn’t This adds ‘air’ to the Dyslexie font letters making them easier to distinguish. .
Comprehension
xo xo xo
Various Heights
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vwy
Punctuation marks and capital letters are bold, emphasizing the breaks, endings and beginnings of phrases.
Lesson: 4
., H
Capital Letters and Punctuation
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Case Study 5 Finlay, 9 years old London, England
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“ I had to move schools and leave my friends. �
Finlay Lesson: 4 | Comprehension
Children
74% of
Fact Five
who are not diagnosed by the 2nd grade remain so into adulthood.
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Resources and Recommendations
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There are several programs that exist to help students learn ways to work with their dyslexia instead of against it. These programs are usually separate from regular schooling. However sometimes there are programs such as the Wilson program can be found incorporated with school curriculum. Although some of the methods may seem childish and annoying, they are very helpful for dyslexic children. This lesson will discuss three programs: the Orton-Gillingham and Lindamood-Bell and Wilson-Language Training.
Orton-Gillingham is an instructional approach intended pri-
most properly understood and practiced as an approach, not a method, program, system or technique. It is most often associated with a one-on-one teacher-student instructional model. Its use in small group instruction is not uncommon. Reading, spelling and writing difficulties have been the dominant focus of the approach although it has been successfully adapted for use with students who exhibit difficulty with mathematics.
Resources and Recommendations
spelling, and writing of the sort associated with dyslexia. It is
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marily for use with individuals who have difficulty with reading,
Lesson: 5
Orton-Gillingham
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The Orton-Gillingham approach is focused upon the learning needs of the individual student. Students with dyslexia need to master the same basic knowledge about language and its relationship to our writing system as any who seek to become competent readers and writers. However, because of their dyslexia, they need more help than most people in sorting, recognizing, and organizing the raw materials of language for thinking and use. Language elements that non-dyslexic learners acquire easily must be taught directly and systematically.
Lindamood-Bell Lindamood-Bell is a program that aims to help those with dyslexia battle their learning differences. Lindamood-Bell has an individualized approach to teaching. Students who are referred to the program are administered an initial needs assessment, a battery of tests designed to explore the reading skills of the students, their strengths and weaknesses. This battery includes the results of any state or district assessments that may have been previously administered. Once students have been assessed, the intervention team designs an education plan specific to the needs of each student. The results of the assessment determine the length of time that the student will be involved in the program, the types of lessons to be taught, and the individual skills that will be focused on in each lesson. Although lessons are individualized, there are certain
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underlying characteristics, shared with other multi-sensory, structured reading intervention approaches. Specifically, each lesson is structured, progressive, cumulative, cognitively based and sequential Students are taught that there are 44 distinct sounds that makeup the English language and are shown the relationship between these sounds (phonemes), letters (graphemes) and letter combinations, using structured lessons and controlled word lists. Once they have mastered the building blocks, between letters, blends and words, with the relationship between sound and text explored progressively. Students are
controlled, progressive, and structured manner. As the students begin to understand the relationship between graphemes and phonemes, they are also taught to tolerate these to dictation: the ability to represent what is perceived accurately and translate it into written letters, words and sentences. The approach stresses the multi-sensory correspondence between spoken and written language and the transmission of meaning. Students are taught this approach in a systematic manner.
Resources and Recommendations
writing and spelling, such as digraphs, and diphthongs, in a
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taught both consistent and inconsistent features of reading,
Lesson: 5
students are gradually presented with the associations
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Wilson-Language Training Like other programs based on Orton–Gillingham, Wilson Reading System (WRs) “multisensory.” It uses visual, auditory, kinesthetic and tactile senses to help kids make connections between sounds and words. But the materials may be simpler and more direct than the ones used in other programs. For instance, WRS uses far fewer pictures than other programs. This can help students focus on decoding words without the help of visual cues. The pictures it does use are very simple and are only included in certain activities. WRS starts with very basic skills, like matching sounds with letters. Instructors then help students recognize different syllables and teach students how to use syllables to read and spell. “Wilson uses a unique ‘sound-tapping’ system. Students are taught to break down and blend word sounds by tapping out each sound with their fingers and thumb.” There are numerous tests that can be given to diagnose a child or adult with dyslexia. There are a serious of tests where the physiologist is observing the patient. There is no certain score one reviews; a lot of the results are based on observation of how long things take and the process in which the patient is thinking or reading. For example one of the tests is known as
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the Wechsler individualized achievement test. This test is broken in to sections: Reading, Math, Written Language and Oral language. Each dyslexic is different since dyslexia is a spectrum and everyone learns differently.
Lesson: 5 | Resources and Recommendations
One cannot outgrow dyslexia,
Fact Six
but rather, learn what techniques work best.
Conclusion
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As you can see from these lessons, dyslexia is more than simply mirroring letters. Dyslexics think and learn difficulty. They often have difficulty learning to read or interpreting words, letters, numbers or other symbols. However, the challenges they face in these areas are not linked to intelligence and they can successfully learn to compensate for their disability. Advancements in assistive technology has provided new tools for dyslexics that have had a dramatic impact on their ability to effectively manage this disorder. Predictive text software, spell-check, speech-to-text, and voice recorders are several technologies that have proven to be useful for dyslexics. As a dyslexic who struggles with spelling, spell check is my godsend and I rely heavily on it but it does not always catch my mistakes and sometimes it makes them worse by substituting an unintended word in its place. The biggest downfall to being so attached to spell check is that when I have to handwrite something, I am challenged because I am so accustomed to having the crutch of spell check.
problem solving, seeing the big picture, and simplifying. They
Adult dyslexics are tough: Having struggled, they are used to adversity; hard work and perseverance now come naturally.
Conclusion
the box. They are poor rote reciters but inspired visionaries.
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feast on visualizing abstract thinking, and thinking out of
Lesson: 5
Dyslexics think differently. They are intuitive and excel at
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Having experienced failure, they are fearless, undaunted by setbacks. Repetition and practice are a way of life. The case studies explored throughout the book are stories of overcoming hardship. Yes, the symptoms of dyslexia persist, but they needn’t interfere with success. One can live with dyslexia instead of fighting against it and letting it define them. The word “dyslexia” comes from the foreign (Greek) word “dys”, which means difficult, and the foreign (Greek) word “lexis,” which means speaking. Interestingly, the physician, Dr. Berlin, who first used the word “dyslexia” incorrectly thought that “lexis” meant reading; his intention was for “dys” and “lexia” to come together to mean “difficulty in reading” and this is the current meaning of the word “dyslexia. Dr. Berlin’s error demonstrates that even the most famous and accomplished people sometimes make mistakes...so like I said, we’re not dumb.
Dedicated to everyone that has had to deal with my typos. My strength and success could not be possible without my family and friends. Thank you to my family for editing all my writing and thank you to my friends for learning to decode “Rose language�.
Bibliography
1. “6 Surprising Bad Practices That Hurt Dyslexic Users.” UX Movement, 11 Dec. 2017, uxmovement.com/content/6-surprising-bad-practices-that-hurt-dyslexic-users. 2. Boer, Christian. “Dyslexie Font .” Dyslexie Font, 1981, dyslexiefont.com. 3. Britton, Dan. “Can You Read the ‘Dyslexic Font’?” Mirror, 6 June 2015, mirror.co.uk/news/uk-news/can-you-read-dyslexic-font-5834581. 4. “Lindamood-Bell Instruction for Reading & Comprehension.” Lindamood-Bell, lindamoodbell.com/. 5. Nash, Beth Ellen. Dyslexia: Outside-the-Box: Equiping Dyslexic Kids to Not Just Survive but Thrive. Transformation Books, 2017. 6. Richards, Regina G. The Source for Dyslexia and Dysgraphia. LinguiSystems, Inc, 1999. 7. Rooke, Margaret. Dyslexia Is My Superpower: (Most of the Time): Interviews. Jessica Kingsley Publishers, 2018. 8. Rosen, Peg. “Wilson Reading System: What You Need to Know.” Understood.org, www.understood.org/en/school-learning/partneringwhat-you-need-to-know. 9. Sally Shaywitz M.D. Overcoming Dyslexia. New York, 2003.
11. “The Yale Center for Dyslexia & Creativity - Yale School of Medicine.” Yale Dyslexia, dyslexia.yale.edu/.
Bibliography
ets.org/article/spelling-and-dyslexia.
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10. “Spelling and Dyslexia.” Reading Rockets, 27 Oct. 2017, readingrock-
Lesson: 5
with-childs-school/instructional-strategies/wilson-reading-system-
This book was designed and copy edited by Rose Match Suna in spring 2018 for her Senior Capstone in the Sam Fox School of Design & Visual Arts at Washington University in St. Louis. Text is taken from multiple sources listed in the bibliography. The book is set in two typefaces: Proxima Nova, designed by Mark Simonson, and Clarendon LT, designed by Hermann Eidenbenz. The book is printed on 60lb natural text and 100lb cover.
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