11:38 a.m.
Ps- also take a look at page 50 which is quite good. I think brain training and working
memory training is all the rage in some quarters now- not that memory can’t be improved
with cognitive strategies but working memory itself is pretty stable over time and
resistant to change and relates also to cognitive load and task complexity.
Unfortunately, we are in a field dominated by fads and BS practices that often don’t stand
up when scrutinized- and sometimes unforgivably, differentially impacts those who need
support the most.
MDB
Ineffective Treatment for Dyslexia Interventions that claim to treat dyslexia in the
absence of print are generally ineffective. Claims of ineffective treatments for dyslexia
may use terms or techniques described as “brain training,” “crossing the midline,”
“balance therapy,” and others. While some treatments may ameliorate conditions other than
dyslexia, their use for students with dyslexia has not been proven effective. Figure 4.2
addresses some commonly advertised interventions that may be purported to treat dyslexia,
but scientific, peer-reviewed research has demonstrated ineffective results for students
with dyslexia.
Figure 4.2. Treatments Ineffective for Dyslexia Examples
What Research Has Found Citation Colored Overlays and Colored Lenses “Consistent with
previous reviews and advice from several professional bodies, we conclude that the use of
colored overlays to ameliorate reading difficulties cannot be endorsed and that any
benefits reported in clinical settings are likely to be the result of placebo, practice,
or Hawthorne effects.”
Griffiths, P.G., Taylor, R.H., Henderson, L.M., & Barrett, B.T. (2016). The effect of
colored overlays and lenses on reading: a systematic review of the literature. Ophthalmic
& Physiological Optics, 36, 519–544. https://doi. org/ 10.1111/opo.12316
Specialized fonts designed for people with dyslexia “Dyslexie font did not lead to
improved reading compared to normal ‘Arial’ font, nor was it preferred by most students.”
Kuster, S. M., van Weerdenburg, M., Gompel, M., & Bosman, A. M. (2018). Dyslexie font
does not benefit reading in children with or without dyslexia. Annals of Dyslexia, 68,
25-42. https://doi. org/10.1007/s11881-017-0154- 6
Vision Therapy “Scientific evidence does not support the claims that visual training,
muscle exercises, ocular pursuit-and-tracking exercises, behavioral/ perceptual vision
therapy, ‘training’ glasses, prisms, and colored lenses and filters are effective direct
or indirect treatments for learning disabilities. There is no valid evidence that children
who participate in vision therapy are more responsive to educational instruction than
children who do not participate.” Handler, S.M., Fierson, W.M., et al. (2011). Joint
technical report - learning disabilities, dyslexia, and vision. Pediatrics, 127, e81856.
https://doi.org/10.1542/ peds.20103670
Specific Working Memory Training Programs “The authors conclude that working memory
training programs appear to produce short-term, specific training effects that do not
generalize to measures of ‘real-world’ cognitive skills. These results seriously question
the practical and theoretical importance of current computerized working memory programs
as methods of training working memory skills.” Melby-Lervåg, M., Redick, T. & Hulme,
C. (2016).
Working memory training does not improve performance on measures of intelligence or other
measures of “far transfer”: Evidence from a metaanalytic review. Perspectives on
Psychological Science, 11, 512-534. https://DOI: 10.1177/1745691616635612
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Date: Wednesday, August 21, 2024 at 11:27 AM
To: project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>,
project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Subject: [Project.leer] Dyslexia handbook
See link on dyslexia handbook from TEA. It is quite good and data based and am familiar
with most the people they cite…although it is an on ongoing discussion how the conception
of dyslexia and “garden variety” learners with reading problems are different- which has
dyslexia and which has a “curriculum disability”- ideally the non-responders to a decent
curriculum would be those you would take a look at in RTI at least until 3rd grade when
things shift a bit and might become more complicated (from “learning to read” to “reading
to learn”). And given the disparities in reading with minoritized learners…it is worth
thinking about…here is the section on language and emergent bilinguals from it.
Language Proficiency
Much diversity exists among EB students. A student’s language proficiency may be impacted
by any of the following: native language, English exposure, parent education,
socioeconomic status of the family, amount of time in the United States, experience with
formal schooling, immigration status, community demographics, and ethnic heritage (Bailey,
Heritage, Butler, & Walqui, 2000). EB students may be students served in bilingual and
English as a second language (ESL) programs as well as students designated as EB whose
parents have denied services. In addition to the information discussed in the previous
section of this chapter, the Language Proficiency Assessment Committee (LPAC) maintains
documentation (19 TAC §89.1220(g)-(m)) that is necessary to consider when identifying EB
students with dyslexia. The LPAC is required to meet annually to review student placement
and progress and consider instructional accommodations and interventions to address the
student’s linguistic needs. Since the identification and service delivery process for
dyslexia must be aligned to the student’s linguistic environment and educational
background, involvement of the LPAC is required.
Additional data sources for EB students are provided below in Figure 3.3. Figure 3.3.
Additional Data Sources for Emergent Bilingual Students • Home Language Survey •
Designation of the student's level of language proficiency • Texas English Language
Proficiency Assessment System (TELPAS) information for four language domains (listening,
speaking, reading, and writing) • Instructional interventions provided to address language
needs • Information regarding previous schooling inside and/or outside the United States •
Type of language program model provided and language of instruction
MDB
From: SPEDTex <inquire(a)spedtex.ccsend.com>
Date: Wednesday, August 21, 2024 at 10:13 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: Stay Connected!
Special Education Information, Updates, and Resources
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New Updates: The Dyslexia Handbook
The Dyslexia Handbook contains procedures concerning dyslexia and related disorders. The
State Board of Education recently approved and adopted changes to this document. Read the
updated handbook
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Back-to-School Anxiety in Kids: What to Watch Out For
Some kids get anxious over the start of school every year. That’s especially true for kids
who struggle with learning or with making friends, and those with anxiety. Here are some
things kids are likely to be anxious about as school starts this year:
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* Not knowing their teacher
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* School safety
Kids may need extra support as they head back to school. Families and educators can ease
the transition and help kids manage anxiety. Learn more about what to watch out for and
how to help in this article from understood.org. Click
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special education updates and to address various questions often asked by parents of
students with disabilities attending public schools. Register
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