Dyslexia Portfolio

Dyslexia Profile

Cassie Ascheman

Index

Definition

Evaluation Templates

Diagnosing Dyslexia

Understanding Dyslexia

Types of Assessment

History of Dyslexia

Instructional Practice

Dyslexia and the Brain

Dyslexia Evaluation

Legislation

Common Characteristics

Reliability, Validity, Objectivity and Norms

Co-occurring Disorders

Glossary

Understanding Dyslexia

+ Dyslexia Basics

+Embracing Dyslexia

Click on the texts to take you to resources

History of Dyslexia

Dyslexia: A History Philip Kirby, Margaret J. Snowling

Dyslexia and the brain

IDEA Article

Neuroscience of Dyslexia

Research has indicated that KIAA0319 is closely linked to signaling functions and the thickness of the left orbitofrontal cortex, of Brodmann areas 44 and 45 which consist t of the previously discussed Broca’s area. This suggests that genetic traits can be inherited from parents and have a significant impact on understanding the dyslexic brain.

Paul Broca made significant contributions to our understanding of the left frontal region located behind the left temple. His findings highlighted the importance of the brain in cognitive function, and he specifically identified the cerebral cortex as the area responsible for language and speech functions. Today, this area is commonly referred to as Broca's Area. Due to the advancement of brain imaging, we can now closely examine the brain and its connection to issues with reading, language processing, and spelling (Mather, 2020). Studies using EEG and MRI have found neural connections to dyslexia including differences in brain structure and function in the regions of the left and right hemispheres linked to reading. The objective was to pinpoint the brain structures and functions that are linked to specific genes.

Research has also shown that DCDC2 plays a role in neuronal migration and impacts the length of cilia in neurons (Massineen et al., 2011). There has also been links made with DCDC2 and the reduced MMN response in children with dyslexia along with functional neural activation in the left temporoparietal cortex and right occipitotemporal gyrus during print and speech processing (Cope et al., 2012). Research has shown the complexity of neurobiology and its association with dyslexia. With advances in genetic sequencing, connections can be made showing the links between genetic inherited genomes and the locations of the brain which are activated and utilized during reading. Research has shown a strong connection between genetics and dyslexia which is shown in the rate of dyslexia in genetic offspring of dyslexic parents, between 40 and 80% (Schumacher et al., 2007), versus the general population of 20%.

According to Washington (2020), two primary methods for studying genes are Single Nucleotide Polymorphisms (SNPS) and Genome-Wide Association Studies (GWAS). Both methods work together with imaging genetic research to validate gene identification through behavioral genetics and identify new risk genes using intermediate neuro-endophenotypes. At least 9 different risk locations (Locus) on 8 separate chromosomes have been identified. These risk Loci show a correlation with neurodevelopmental processes including neuronal migration, neurite outgrowth, cortical, morphogenesis, and ciliary structure and function (Newbury, Monaco, &Paracchini,2014 p.21)

References: Dyslexia and the brain. International Dyslexia Association. (2020, March 31). https://dyslexiaida.org/dyslexia-and-the-brain/ Hoksbergen, E., & Williams, L. (2023, May). The Science of Dyslexia- Cognitive- linguistic correlates of dyslexia . Power Point. Online; Online. Washington, J. A., Comppton, D. L., & McCardle , P. (2020). Using Computational Techniques to Model and Better understand Developmental Dyslexia . In Dyslexia revisiting Etiology, Diagnosis, Treatment, and Policy (pp. 57–70). essay, Paul H Brookes Publishing Co. . Mather, N., & Wendling, B. j. (2012). Essentials of Dyslexia Assessment and Intervention. John Wiley & Sons Inc.

Common Characteristics

Signs of Dyslexia at Different Ages

IDA Working Memory

Unstable Representation of Sound

Co-occurring Disorders of Dyslexia

Attention-Deficit/Hyperactivity Disorder (AD/HD) and Dyslexia

Oral Language Impairments and Dyslexia

Types of Dyslexia

Social and Emotional Problems Related to Dyslexia

Gifted and Dyslexic: Identifying and Instructing the Twice Exceptional Student

Co-occurring Disorders of Dyslexia

Co-occurring Disorders of Dyslexia

Co-Occurring Disorders

Co-Occurring Disorders

Diagnosing Dyslexia Presentation

Types of Assessments

Components of an Evaluation

Info

Reliability, Validity, Objectivity and Norm Referencing Assessments

Evaluation Templates

Clink on each template name

Basic

In- Depth

Diagnostic

Instructional Practice

The Science of Reading

Science of Reading: Defining Guide

IDA

What is the Science of Reading

Structured Literacy

Accomidations

Most Reading Difficulties Can Be Resolved or Diminished

Navigating IEPs for Students with Dyslexia

Accommodating Students with Dyslexia in All Classroom Settings

Overview of Instructional and Assistive Technology

Accommodations for Students with Dyslexia

Instructional Practice

Instructional Practice

Current Legislation

Dyslexia Laws 2021

Dyslexia Laws in the USA: A 2018 Update

Challenges of implementing legislation

Iowa Law

Glossary