Sue Rappazzo: Understanding Dyslexia
Understanding Dyslexia and Severe Reading Disabilities
Intent To introduce basic information on dyslexia, resources available, introduce warning signs, brain research, and tools to support children with dyslexia.
The Learner The learners will be both teachers and parents. They will have diverse backgrounds and educational levels and varying knowledge of reading disabilities, including dyslexia.
Course Objectives Upon completing the course:
-the participant will understand the definition of dyslexia/sever reading disability and what impact it has on a child by explaining this in their own words
-the participant will demonstrate knowledge of brain research conducted on dyslexia by summarizing that research in their own words
-the participant will recognize multiple warning signs of dyslexia and reading disabilities in a child and will demonstrate that ability by listing at least 5 possible signs
-the participant will be able to locate resources on the web and find professional help to assist in diagnosing a child that has a reading disability
-the participant will understand basic phonemic awareness and word decoding by demonstrating how to break apart words, and six syllables of English language
Please take this survey to assist me in assessing existing knowledge of dyslexia in the teaching/educational community. There are only 7 questions. Thank you! [<a href="http://www.surveymonkey.com/s/MGBTBVB">Click here to take survey</a>]
' Survey results' This survey was sent to all of the students in this class and several from another class in the CDIT program for a total of 30 people. Of the 30 (mostly teachers), 10 responses were received.
-Have you received training on recognizing dyslexia in students?
10% Yes, 90% no
-If you have received training in this area, where did you receive this training/education?
10% received training in college/professional development, 90 % received no training
-When asked to describe what dyslexia means to them, here were the responses:
dyslexia is a condition where there is a disconnect between what the brain perceives/recongnizes or can learn and what is actual. for example, one might see a clock showing 3pm but consistently perceive it as 9pm...or transpose letters or numbers. D
---dsylexcia is when a reading problem that students have which causes reading to be difficult. Sometimes students will mix up the order to words. It can be a slight or extreme case. Students who are dyslexic generally need intervention services.
A learning disability where reading and visual input is translated to the brain in a different state than its original form.
That a student can sees letters/numbers backwards and in a different order than is normally seen.
It is a Greek word which means that when looking at the written word, the letters are seen out of order, upside down, and/or reversed, causing the reader to have difficulties in reading and comprehension.
A neurological disorder that can affect your reading abilitily as well as ability to discipher numbers, letters, and auditory impairments.
Only knowledge I have is common knowledge that it is recognizing words backwards.
a miscommunication in the transference of image (word or number) to the brain. Usually impairs language development
people that have problems with language, specially writing, confuses some words with others, somtimes say the words in a different
-To the best of your knowledge, have you had a child with dyslexia in your class?
20% yes, 50% no, 30% not sure
-Are you aware of brain research on dyslexia?
10% yes, 80% no, 10% not sure
Conclusion: There is very little knowledge of dyslexia of the people surveyed. This mini course is geared toward teacher and parents. I will assume little to no knowledge for "prerequisite skills".
My Course Website
I have designed my course on a website. Here is the link 
My updated curriculum map 11/19/2010File:Curriculum map 11 19 2010.pdf
A summary of revisions 11/23 I have taken the Professor's suggestions and incorporated changes into the course by adding reflective questions. I have revered lessons one and two, placing the child' feelings section first to grab attention and emotionally involve the reader. I still have to add the video interview with a dyslexic child. | | Also, I want to change the objectives of my second module to be more generic. To understand good reading programs and things you can do to help. I will still mention the syllable division and 6 types of syllables but the emphasis will be on programs that work rather than on implementation. |
Review of course
11/28/2010 To date only one classmate has given feedback on my course. I have incorporated Vivian's suggestion of adding a summary of signs of dyslexia to the page not just via a fact sheet accessible via hyperlink. She also suggested some form of assessment. Because my course is on a website that is designed for teachers and parents, the form of assessment is really a form of reflection. If parents are seeking help for their children, I do not want to discourage them by having tests or formal assessments at the end. We have learned that in real life, we cannot use all stages of instructional design and that it must fit to our real life situation.
How will I know they have understood? I believe I have designed the course so that I tell them what I expect them to learn in the objectives, I summarize the information and provide several delivery methods, I review the information and the let them "reflect" where I ask questions that should let them know if they have comprehended. I am repeating and then building off of previously learned information.
11/28/2010 With one week to completing my course, I feel that I am in the evaluate area of the ADDIE model. I have analyzed, designed, developed and implemented the first 2 modules. My third module deals more with resources and is not structured to teach as much as the other 2 modules. It will be a useful guide for parents and teachers.