Learning+Disability+Fact+Sheet+on+Dyslexia

** Dyslexia ** ** Definition ** ** Dyslexia according to IDEA **(as cited in McLeskey, Rosenberg, & Westing, pages 80 and 82, 2010): • __Specific Learning Disability: __ A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. – This term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. – This term does not include children who have learning problems that are primarily the result of visual, hearing, or motor disabilities; mental retardation; or environmental, cultural or economic disadvantage. ** Dyslexia according to McLeskey, Rosenberg, & Westing ** (2010):  · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Dyslexia is a “reading disability that is assumed to be the result of some type of neurological dysfunction.” ** <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;">Characteristics ** ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">General Characteristics of a Learning Disability **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">(McLeskey, Rosenberg, & Westing, 2010): <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Academic achievement significantly below grade level in one or more academic areas <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Deficits in cognitive skills that are related to impulsivity, memory, attention, and/or metacognition <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Common comorbidity with ADHD (1 in 3 students with LD also have ADHD) <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Social problems and difficulty getting along with others (1 in 3 students exhibit social skill deficits) <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Problems with motivation (likely to be caused from learned helplessness and long-term difficulties in academics) ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Characteristics of Dyslexia **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">(Bailet, 2009): <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">A child with dyslexia may read slowly and might make a lot of mistakes. Sometimes he or she will mix up letters in a word, such as reading the word "was" as "saw." Words may blend together wrong and look like this: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">               <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Other Characteristics **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">(Reynolds)** : ** <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">a family history of reading problems <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">males are diagnosed with dyslexia more than females (males to females 8:1) <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">students have average or above average IQ <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">many are proficient in mathematics <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">student does not enjoy reading for enjoyment <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">letter or word reversals <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">a history of problems in developmental coordination and left/right dominance <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">poor visual memory for symbols used in written language <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">difficulties with auditory language including fluency, word meaning, word finding, and word sequence <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">student has difficulty transferring what was heard to what was seen and vice versa <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">specific reading problems include: <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level2 lfo2; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">difficulty identifying similarities and differences in words (no for on) <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level2 lfo2; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">difficulty identifying differences in letter sounds (pin for pen) <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level2 lfo2; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">poor reading comprehension <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level2 lfo2; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">difficulty pronouncing new words <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level2 lfo2; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">letter or word reversals <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level2 lfo2; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">disorganization of word order <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;"> ** <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;">Prevalence **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">(McLeskey, Rosenberg, & Westing, 2010): <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;"> <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l7 level1 lfo6; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">5% of students ages 6-17 are identified with a learning disability <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l7 level1 lfo6; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">3 out of 4 students with LD are male <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l7 level1 lfo6; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">45% of all students diagnosed with a disability have a learning disability ** <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;">Types ** <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l6 level1 lfo11; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Dyslexia is a general term. Whitcomb, Winer, Tobin, Nguyen, and Cooper identify subgroups that exist within the term Dyslexia (2003): <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l1 level1 lfo10; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">According to the Friedmann-Givon taxonomy ( as cited in Passig, 2011) Givon & Friedmann, 2004) there are 10 distinct categories of dyslexia: Visual Letter Agnosia, Neglect Dyslexia, Visual Dyslexia, Letter Position Dyslexia, Attentional Dyslexia, Letter by Letter Dyslexia, Surface Dyslexia, Phonological Dyslexia, Semantic Access Dyslexia, and Deep Dyslexia. <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;">  ** <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;">Causes  ** <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l1 level1 lfo10; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">According to Carlston (as cited in Whitcomb, Winer, Tobin, Nguyen, & Cooper, 2003) there are 2 types of learning disabilities: developmental (caused by biological anomalies) and acquired (caused by brain trauma). <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> ** <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;">Identification  ** ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Identification of a Learning Disability **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">(McLeskey, Rosenberg, & Westing, 2010): <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo7; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Primary criterion: An unexpected underachievement in one or more academic area <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo7; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Traditional diagnosis: <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l2 level2 lfo7; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">A severe discrepancy exists between expected achievement (as identified by a standardized IQ test) and actual achievement (as identified by a standardized achievement test) <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l2 level2 lfo7; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">The exclusion clause is applied to rule out the cause of the underachievement being due to another disability, environmental/cultural/economic disadvantages <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo7; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">IDEA 2004 diagnosis: <span style="line-height: 200%; margin: 0in 0in 10pt 1in; mso-add-space: auto; mso-list: l2 level2 lfo7; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">A student’s response to a scientific, research-based intervention (RTI) can be used to identify unexpected underachievement <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Identification of Dyslexia **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> (Reynolds): <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l8 level1 lfo8; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">If dyslexia is suspected, a doctor should refer a child for evaluation and treatment by a specialist in psycho-educational diagnosis to isolate the specific difficulties associated with dyslexia. <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l8 level1 lfo8; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">The specially trained diagnostician will use a battery of assessments to explore the relationship of specific reading problems to the intellectual, achievement, perceptual, motoric, linguistic, and adaptive capabilities of the individual. ** <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;">Instructional Strategies and Tips ** <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l11 level1 lfo9; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Orton-Gillingham type reading programs are the most successful in teaching students with dyslexia who have reading problems (Reynolds) <span style="line-height: 200%; margin: 0in 0in 0pt 0.5in; mso-list: l11 level1 lfo9; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Use research-based instruction (McLeskey, Rosenberg, & Westing, 2010): <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l11 level2 lfo9; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Provide core instruction in the general education classroom that is of high-quality <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l11 level2 lfo9; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Increase the amount of time students spend on learning key academic content. <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l11 level2 lfo9; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Instruction should be differentiated to meet the students’ needs within the general education setting. <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l11 level2 lfo9; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Integrate interventions with the general education practices and general education curriculum. <span style="line-height: 200%; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l11 level2 lfo9; text-indent: -0.25in;"> o <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Use strategies to increase students’ attention and engagement in tasks. <span style="line-height: 200%; margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l11 level3 lfo9; text-indent: -0.25in;"> § <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Chunk material and instruction <span style="line-height: 200%; margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l11 level3 lfo9; text-indent: -0.25in;"> § <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Reduce or modify the length of homework assignments <span style="line-height: 200%; margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l11 level3 lfo9; text-indent: -0.25in;"> § <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Use distributed practice <span style="line-height: 200%; margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l11 level3 lfo9; text-indent: -0.25in;"> § <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Make tasks as interesting to students as possible <span style="line-height: 200%; margin: 0in 0in 0pt 2in; mso-add-space: auto; mso-list: l11 level4 lfo9; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Cooperative learning <span style="line-height: 200%; margin: 0in 0in 0pt 2in; mso-add-space: auto; mso-list: l11 level4 lfo9; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Small groups <span style="line-height: 200%; margin: 0in 0in 0pt 2in; mso-add-space: auto; mso-list: l11 level4 lfo9; text-indent: -0.25in;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Build on students’ interests using novel activities <span style="line-height: 200%; margin: 0in 0in 10pt 1.5in; mso-add-space: auto; mso-list: l11 level3 lfo9; text-indent: -0.25in;"> § <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Monitor students progress frequently using measures that directly relate to the content that is being taught (i.e., curriculum based measures or CBM’s). ** <span style="color: red; font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;">Key Resources for Professionals ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Curriculum Based Measures <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Understanding CBM’s <span style="line-height: 200%; margin: 0in 0in 10pt 1.25in; mso-add-space: auto; mso-list: l5 level1 lfo13; text-indent: -0.25in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">– [] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Creating CBM’s <span style="line-height: 200%; margin: 0in 0in 10pt 1.25in; mso-add-space: auto; mso-list: l4 level1 lfo12; text-indent: -0.25in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">– [] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Dyslexia Symptoms <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l9 level1 lfo4; text-indent: -0.25in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">– <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Orton-Gillingham Methodology <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l3 level1 lfo3; text-indent: -0.25in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">– <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Specific Learning Disability Information <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-list: l10 level1 lfo5; text-indent: -0.25in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">– <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 200%;">References **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Bailet, L. (2009). //Dyslexia//. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">[|http://kidshealth.org/kid/health_problems/learning_problem/dyslexia.html#] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 11.0pt .5in; text-indent: -0.5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">McLeskey, James, Rosenberg, Michael S., Westling, David L. 2010 // Inclusion Effective Practices for All Students. //New Jersey. Pearson Publication Inc. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 11.5pt; line-height: 200%;">Passig, D. (2011) The impact of Virtual Reality on educators’ awareness of the cognitive experiences of a dyslectic student. //Teachers College Record//. Submitted May 2007. Accepted April 2009. Scheduled for print in 2011, Volume 113(1). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Reynolds, J. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="line-height: 200%; margin: 0in 0in 10pt 0.5in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 11.0pt .5in; text-indent: -0.5in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Whitcomb, D., Winer, T., Tobin, J., Nguyen, M., & Cooper, B. (2003). Retrieved from []
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16pt; line-height: 200%;">Learning Disabilities: **
 * <span style="line-height: 200%; margin: 0in 0in 10pt; mso-list: l6 level2 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Surface __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">: person can read words phonetically but has problems with whole word recognition (i.e. yacht ---> yatchet).
 * <span style="line-height: 200%; margin: 0in 0in 10pt; mso-list: l6 level2 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Phonological __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">: person can read familiar words by using whole word method but has difficulty "sounding out" words that are new or letter-to-sound decoding problems.
 * <span style="line-height: 200%; margin: 0in 0in 10pt; mso-list: l6 level2 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Spelling __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">: person can read individual letters that lead to reading words if given enough time but has problems recognizing the word as a whole and phonetically (i.e. men ---> h-e-n).
 * <span style="line-height: 200%; margin: 0in 0in 10pt; mso-list: l6 level2 lfo11; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Direct __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">: person can read aloud without comprehension that is similar to speech comprehension aphasias like anomia.