SPED 637

Eslinger,L.
Double Entry Journal Format
Shaywitz 2004


Left Column
Link between rigorous Science
(Neuroscience) and classroom
instruction (Shaywtiz, 2004, p.1)
Extraordinary Transformation:
Linguistic Code, Phonemic Code
Breaking the code: The first step to
developing reading skills is to develop
phonemic awareness. Recognizing that
each word heard can be broken apart into
individual sounds. (Shaywitz, 2004, p.1)
Reading reflects language, and reading
disability reflects a deficit within the Ive never seen reading disabilities termed as
language system (Shaywitz, 2004, p.2) a deficit within the language system. Makes
sense.
Dyslexia runs in families. Dyslexia
affects boys and girls equally
(Shaywitz, 2004, p.2)
Evidence-based interventions now
available (Shaywitz, 2004, p.2)
Functional brain imaging
investigations (fMRI). (Shaywitz, 2004,
p.3)
The Importance of Fluency (p.4)
Prevent failure, early detection, and
effective reading programs (Shaywitz,
2004, p.4)
Three Regions of the Brain Involved in Reading:
1. Brocas area articulation/word analysis.
2. Parieto word analysis
3. Occipito fluent region
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Eslinger,L.
Right Column
Its fascinating to read about the link between
science and classroom instruction. As a
result of such link, the progress and findings
thus far are incredible. If you can identify
neural systems for reading and disruptions in
these systems of struggling readers, Im
curious if the causes for the neural systems/
disruptions could also be identified.
I dont remember learning anything about
phonemes and individual sounds when I was
learning to read. I know I was much too
young, but still. I learned more about phonics
when I began to teach, as I didnt learn to
read that way. Our teacher would just have
us read flashcards and listen to books on
tape.
Puzzling to learn dyslexia runs in families.
Also, its sad to learn about the dyslexia
reflected bias targeted towards boys.
Id love to learn more about the evidence-
based interventions available to help improve
reading in all children.
This idea of fMRI is unbelievable. I dont
know why It made me question what could
be done at the school level to help with early
identification? I also thought of the entire
referral and screening process. Imagine if we
had this technology available to us to
measure each student referred. Kind of scary
to think that too.
I added the diagram too to help me with the
three regions of the brain involved in reading.
I notice that students will recognize the same
high-frequency word that same day or days
after. If we dont revisit it for a while,
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Double Entry Journal Format

Shaywitz (2008) The Education of Dyslexic Children from Childhood to Young
Adulthood


Left Column
Background & Definition
gaining meaning from print quickly and
effortlessly like breathing and speaking is a
natural part of life. (Shaywitz, 2008, p.450)
British physician, W. Pringle Morgan,
describing patient Percy F., age 14
(Shaywitz, 2008, p. 452)
Core Consistency Amid Refinements to
definition: Currently Specific Learning
Disability
Before Specific Reading Disability (p.453)
Wait-to-fail model (Shaywitz, 2008, p.454)
Dynamic Assessment (Shaywitz, 2008, p.455)
1. Early grades measured frequently
(Kameenui)
2. RTI (Fuchs & Fuchs) generates
considerable interest.
DIBELS helps ensure that all children who are always mention it. But there are flaws in
failing are identified and receive appropriate the system we currently define as RTI.
interventions. (Shaywitz, 2008, p.456)
Cognitive Model of Dyslexia & Its Implications
Phonological Theory
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Eslinger,L.
Right Column
Im not sure why I chose this quote, but I
think its because in a odd way it made
me picture struggling readers gasping for
air. Not that I ever want to picture anyone
doing so.
Talk about powerful! I especially enjoyed
the last part of the description, smartest
lad in the school if the instructions were
entirely in oral. Fascinating being that it
was from 1896.
The definition of dyslexia has evolved so
much through all of the advancements in
research, neuroscience. I thought it was
interesting how it has since changed to
specific learning disability, as its no
longer considered specific to reading. Its
truly complex.
Its incredibly sad to read the harsh
reality of wait to fail models and
discrepancy requirements. To hear that
K-1 students would have to wait until 3rd
grade and up is unbelievable especially
after doing so much reading on how the
early are the most critical for intervention.
By the time they reach 3rd grade, thats
the predictor grade for high-school
success.
This brought me back to the days that I
would use DIBELS to progress monitor
my students. It was a frequent measure
and I miss using this tool. As far as RTI, I
feel that we talk about using it. We
We use STAR testing at our school, which
still feels very foreign to me. I really wish we
had a better system in place. Not just
DIBELS, because Im familiar with it, but a
similar system to progress monitor. We pre-
screen and benchmark test, but almost skip
the progress monitoring which is important.
Ahhh!
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Double Entry Journal Format

Griffin Preventing Reading Difficulties

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Left Column Right Column

To be effective, schools with large numbers
of children at risk for reading difficulites need
rich resources (Griffin, p. 27)
The reality is that these rich-resources are not
always available. We all know that class size
is important, but we struck me more was the
part of materials in sufficient quantity. This isnt
brought up too often, but its happening in
schools. We adopt a new curriculum, and are
provided with limited training and limited
supplies/resources. Why do they do this to us?
And in a couple of years, theres another new
program and we start all over again. I just
dont get it!

Abandoned school reading specialists
(Griffin, p. 28)
I was lucky to work in a school that had a
reading specialist. I truly enjoyed the support
that was provided to the students. They were
able to receive that additional instructional
time to help meet their needs. Why did
schools start abandoning these positions? Will
we see a return? I hope so.

Part 1 Intro to Reading - prevention (Griffin,
p. 31)
Not too often do we hear about prevention.
We hear more about intervention. I liked how it
said prevention efforts must reach all as well
as the descriptions for the three levels of
prevention. Makes me question if prevention
and intervention are being viewed as the
same.

Societal Challenges Clear & specific Can we just not keep up with the demand?
worries listed 1-7. Reading is essential to The demand is increasing, our instruction and
success in our society. Rising demand for curriculum falls behind. How will we meet this
literacy. (Griffin, pgs. 32-33) demand and keep up with it.

The challenge: The demands are far greater

than those placed on the vast majority of
school literate individuals a quarter century
ago. (Griffin, p. 35)

Academic Success predicted by reasonable This comes again to remind how critical the
accuracy of reading skill at end of grade 3. early ages are for reading development. This
(Griffin, p. 36) third grade prediction truly amazes me.
Leading into language learners, I often wonder
Learning to Read English: how to close the gap when students entered
Some languages such as Spanish, spell all grade 5 with limited English.
words as they sound. (Griffin, p. 38)

Historical spellings abandoned in other
languages. (Griffin, p. 38)
Spellings such as ph, gh, kn, are some
examples of spellings that are just way too
confusing. If they were abandoned in other
languages, why didnt we do the same in
English?
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Video Clips House Committee The Science of Dyslexia


Left Column
Dr. Sally Shaywitz, Truth in
Testimony
Act with a sense of urgency. Why?
Because schools are failing to
acknowledge/identify students with
dyslexia.
1 out 5 students affected with dyslexia.
Graph; Typical Reader Dyslexic
Reader IQ
Differences between typical & dyslexic
readers occur as early as First Grade
Iceberg Analogy
Dr. Bill Cassidy, Louisiana House of
Rep.
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Right Column
It hurts a little to hear that schools are
failing. It sort of encompasses everyone
involved in education, and I cant help but
take it a little personal. I completely
understand what Dr. Shaywitz means. Its
just a harsh realty that is happening in
our schools. How can we truly change
this? Why do our systems for screening
vary so much from school to school,
district to district, state to state. I always
feel discouraged when I refer a student
as I feel that a huge pile of paperwork is
presented. Once thats complete we
could move on to the next step. Its more
like a business and the process takes
away from the child. I dont like that at all.
The graph was quite powerful to see that
even with a high IQ, readers can struggle
unexpectedly.
This struck me because I have been
teaching first grade for over 5 years. This
next school year will be my 6th and prior
to that I taught 2nd grade consecutively
as well. I often hear that students should
wait until 2nd grade for further screening,
as thats more developmentally
appropriate. We really have to change
this perspective. We could be doing so
much more!
Picturing the invisible 90% of struggling
readers yet to be identified and provided
with the interventions needed to be
successful is scary.
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