Talk:Sue Rappazzo: Understanding Dyslexia
Instructor comments on your needs assessment and objectives -- Jz833665 10:33, 17 October 2010 (EDT)
Sue-
This is a very important topic. I know that you're collecting for information for your needs assessment that will help to inform/refine your objectives.
Your current objective statements are technically appropriate. A point to clarify: will you also address strategies to better help and support students with dyslexia in additional to understanding what it is and its diagnosis?
Re: Instructor comments on your needs assessment and objectives -- Sue Rappazzo 23:28, 17 October 2010 (EDT)
Thank you for reviewing. Yes, I will address strategies of phonemic awareness and decoding to assist with the reading. I think I should add information about self esteem too.
Thus far, I have 10 survey responses. I am pleased with that. It has verified what I suspected. Most teachers have not had training in this area of recognizing these disabilities and most were not aware of any brain research that shows the brain of a good reader and a poor reader function differently.
-- Sue Rappazzo 20:58, 19 October 2010 (EDT)
Here are some thoughts I have on breaking up the units and objectives for each Listed below are my course objectives: -the learner will understand the definition of dyslexia and what impact it has on a child by explaining this in their own words in written answer to instructor
-the learner will demonstrate knowledge of brain research pertaining to dyslexia by summarizing that research in their own words in written format to the instructor
-the learner will recognize multiple warning signs of dyslexia in a child and will demonstrate that ability by listing at least 5 possible signs
-the learner 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 learner will understand basic phonemic awareness and word decoding by demonstrating how to break apart words given by the instructor Introduction- Definition of dyslexia, possibly a digital story of dyslexic child -the learner will understand the definition of dyslexia and what impact it has on a child by explaining this in their own words in written answer to instructor
Unit 1-recent research- -the learner will demonstrate knowledge of brain research pertaining to dyslexia by summarizing that research in their own words in written format to the instructor
1. Present material from Sally Shaywitz on brain research 2. Present article from Frank Vellutino
--the learner will recognize multiple warning signs of dyslexia in a child and will demonstrate that ability by listing at least 5 possible signs
1. Present fact sheet from dyslexia society
Unit 2Phonemic awareness/word decoding critical to dyslexic readers -the learner will understand basic phonemic awareness and word decoding by demonstrating how to break apart words given by the instructor
1. Explain phoneme 2. Explain breaking apart 2 syllable word 3. Explain 6 syllables of the English language
Unit 3 Resources/advise from experts on locating good resources the learner will be able to locate resources on the web and find professional help to assist in diagnosing a child that has a reading disability
1. Resource links to schools
2. Resource links to dys society
3. Quote experts on which diagnostic tests work well (Shaywitz)
4. Show research on Orton Gillingham based programs (OR SHOULD THIS go in module ?)
?
Re: -- Jz833665 10:18, 20 October 2010 (EDT)
Great to hear about what you've found from the needs assessment!
"the learner will demonstrate knowledge of brain research pertaining to dyslexia by summarizing that research in their own words in written format to the instructor"
Call the learner "the participants" Also, this objective is too ambitious: You may want to be specific about what type of brain research, e.g.,"summarize causes of dyslexia revealed by brain research???"
-the learner will understand basic phonemic awareness and word decoding by demonstrating how to break apart words given by the instructor
The teachers knowing this might not be enough: they need to know teaching strategies to help their students with reading disabilities to get this.
PS: It might be a good idea to start this mini-course with a story of a kid or teacher that will set up the context and provide a case, which can be revisited in the end.
Re: Re: -- Sue Rappazzo 15:33, 20 October 2010 (EDT)
Exactly how I was going to start the course. A video interview of my son to gain insight into how he feels. Get viewers empathy and have them want to learn more.
I am not sure what you mean by the decoding not being enough. It is the beginning steps for dyslexic children:phonemic awareness and breaking apart words. I was going to introduce Orton Gillingham info. Are you suggesting other teaching strategies like to be aware that they may be uncomfortable reading aloud, have them help self esteem, try to teach in multi- sensory approach?
Re: Re: Re: -- Jz833665 09:20, 27 October 2010 (EDT)
The strategies you are considering seem all helpful; BUT I'M NOT KNOWLEDGEABLE ABOUT THIS TOPIC.
-the learner will understand the definition of dyslexia and what impact it has on a child by explaining this in their own words in written answer to instructor -the learner will demonstrate knowledge of brain research pertaining to dyslexia by summarizing that research in their own words in written format to the instructor -the learner will understand basic phonemic awareness and word decoding by demonstrating how to break apart words given by the instructor
DELETE PHRASES SUCH AS "in written answer to instructor" "by the instructor " as this course may be used without an instructor.
instructor comments on your ICM and units -- Jz833665 09:40, 1 November 2010 (EDT)
Nice progress Sue. A few comments:
- "learn" is not a performance verb for an objective. You need to find a verb that indicates that they have learned it.
- You course-level target objective can be more concise (e.g. understand what ... is and demonstrate strategies to identify and assist...). It is a rise-above, not sum of the pieces.
- Do you think you need to teach how to identify syllables in English words? I assume that teachers know this. The challenge is how to help kids understand this (the teaching strategy side instead of content side). Did you ask the participants in your need assessment about this skill?
Re: instructor comments on your ICM and units -- Sue Rappazzo 20:31, 1 November 2010 (EDT)
I should have used the verbs on my page. I will adjust my ICM. So my course level objective should be more of an overview. I will sort that out. Here is where I am struggling. They key to assisting a child with dyslexia involves phonics, decoding and understanding the syllables. The course should be for parents and teachers, therefore I cannot assume that the parent knows the 6 syllables. I did not ask that question on the survey but in my experience only the reading teachers can recite them easily (and even some of the reading teachers cannot). So I am looking for your feedback on this, Should my course goal be to understand possible diagnosis of dyslexia/severe reading disablities and there signs, and to be able to locate resources and reading programs that may help? Should I not focus on the actual decoding? Is that too much information?
Re: Re: instructor comments on your ICM and units -- Jz833665 16:53, 2 November 2010 (EDT)
"therefore I cannot assume that the parent knows the 6 syllables"
OK. I see your point. It would be helpful to teach it then. If you find you're covering too much, you can find good resource to use/link to without writing a whole unit by yourself.
Module 1 Comments from Vivian Richelsen -- Vivian Richelsen 07:37, 25 November 2010 (EST)
Sue,
I have always wondered about dyslexia and how to identify it as a teacher, as well as how to best help students that struggle with it and reading in general. Overall, Module 1 was helpful to me on a very introductory basis. I'm hoping to gain more detailed information as I get through the rest of the modules. By that I refer to specific ways I can identify students with dyslexia, as well as specific ways and strategies that I can use to help students with it be more effective in my classroom. I find that students who do struggle with reading reach an even higher level of frustration in Spanish class which has different sounds and some letters that don't match with what they know from their first language. This is why I am so interested in your topic!
In lesson 1, I really liked the videos that you played, but I wasn't very surprised at how dyslexia made your son feel. It could be because I am dual certified in Students with Disabilities as well, and that is part of my background. The part of the video I found most helpful was when you asked him what kinds of things helped him once you identified his needs.
In lesson 2, the reasearch was interesting, as were the videos, but what was most be helpful to participants if you could give a few examples in summary about identification of dyslexia - possibly the most common signs - since there are so many. I am glad you mentioned that many of them are possessed by most people as that is an important clarification in making sure people don't panic after reading them! What might be helpful here as a formative assessment might be another survey, but more in the form of a short quiz to see if participants are gaining the insight and knowledge you were hoping they would.
The only other thing that might be interesting, or act as a good peer assessment is to give participants a topic to discuss after both lessons. That would only work if you knew that several participants would be taking this course at the same time.
Sue, I look forward to the rest of the modules - it seems like this will be a valuable resource for many teachers and parents alike! Vivian
Re: Module 1 Comments from Vivian Richelsen -- Sue Rappazzo 21:09, 25 November 2010 (EST)
Re: Re: Module 1 Comments from Vivian Richelsen -- Sue Rappazzo 21:09, 25 November 2010 (EST)
Vivian, Thank you for this valuable feedback! I am going to summarize the signs of dyslexia even though I have linked to a fact sheet. You are right. That would be useful, especially if someone does not read through the lengthy list of symptoms. Interesting that you mention the frustration with the Spanish. It will be confusing for those that suffer with dyslexia. My son and daughter take Chinese outside of school. I am planning on having an exception to the language in high school for Nick unless the school offers Chinese at that point. Since Chinese uses characters, it does not cause the confusion over the letters. He came home with a test on Mexico where I discovered he had been tested on Spanish words. WHile I love his teacher, we will have to discuss this. These words should be read to him as it is almost a cruel joke to try and teach him another language (using the alphabet). I suspect you will see kids in your class that struggle and I suggest you discuss their grades with their English teachers to see if they are showing difficulty with spelling and writing. That would be a huge clue! That child could then get extra help. You may be the one that can help get them help! Sue
Comments from Christina Nash -- Christina Nash 14:49, 27 November 2010 (EST)
I think that your choice of a topic so personal to you lends a great deal of credibility to your instruction. There is a lot of information for the participant. I assume that your educational audience is the reading teacher? What might regular education teachers do to help students with dyslexia? What is the topic of Module 3?
My only concern is that there are quite a few typos and grammatical errors. With so much text, they are easy to overlook. As a teacher and former editor, I find them distracting.
Instructor comments on your draft units -- Jianwei Zhang 17:31, 28 November 2010 (EST)
Sue, I'm so impressed and moved by the course units you've created. Congratulations on this excellent work!!
There are only minor refinements needed:
Consider adding a brief topic/title for each lesson, to guide learners' attention.
Unifying lesson #: e.g. Lesson 2 Module 1 -->Module 1 lesson 2...
Typos: "The objectives of this course is to help teachers " "In each module contains:..."
Re: Instructor comments on your draft units -- Sue Rappazzo 21:02, 28 November 2010 (EST)
No, Christina, the audience will be parents and teachers. Reading teachers should know this (though many do not). I have been rereading for typos this evening and will focus on that this week. The tool does not pick them up and I have been copying and pasting out to a word processor. Of course, you can't past it back in because the Word code does not work well with the editor. Module 3 does focus on resources and how a regular ed teacher can help. The objectives are to help people understand dyslexia, learn enough about the phonemic awareness and decoding to help the child, and, most importantly, find help! Thanks for looking.
Professor, Thanks! I am scanning for the many typos and will take your suggestion on the topic/title. Thanks for the feedback!