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Transcript of Dyslexia Handout
Meeting The Needs of Students with DYSLEXIA
Presented by: Simon
DEFINITION Dyslexia is a specific learning difficulty characterized by difficulties that can undermine the acquisition of literacy and numeracy skills, as well as musical notation, and have an effect on verbal communication, organisation and adaptation to change. FACTS 10% of the population is affected by dyslexia. Signs of Dyslexia are common among other specific learning difficulties. Dyslexia occurs in all racial, linguistic and socio-economic backgrounds. The degree of dyslexia will vary from person to person. FAMOUS FIGURES WITH DYSLEXIA Albert Einstein (theoretical physicist) Thomas Edison (famous inventor) Alexander Graham Bell (inventor of the first practical telephone) Scott Adams (creator of Dilbert comic strip) F. Scott Fitzgerald (writer of The Great Gatsby and many other famous novels) Agatha Christie (famous author) Moose Mason (Character from Archie Comics) SIGNS DURING PRIMARY EDUCATION (AND CARRY INTO SECONDARY) Slow in getting dressed (putting on buttons, tying shoelaces, etc.) Finds difficulty in keeping his or her desk organized. Finds difficulty in retuning supplies to their original places. Miss-uses left/right, up/down, forwards/backwards. Has difficulty recognizing syllables. Makes semantic errors (ie. Reading horse instead of pony).
Makes up sentences based on pictures. Reads and writes mirror reflections of letters (ie. b instead of d). Adds additional unneeded syllables in words (ie. rememember instead of remember). Uses more advanced vocabulary when speaking than when writing.
SIGNS DURING SECONDARY EDUCATION May arrive having forgotten school supplies, homework, or other material possessions. May enter the wrong classroom. Cannot follow step-by-step problem solving techniques (will show up mostly in the science and math classes). Has trouble with sentence structure. Copies notes incorrectly from the board.
TEACHING STRATEGIES If you cant learn the way I teach, can I teach the way you learn?INSTRUCTIONAL STRATEGIES Give verbal information in segments separated by either questions or breaks. Feel free to repeat instructions and encourage students to ask for repetition from the teacher and their peers. (This willdecrease anxiety of the student.)
When repeating instructions, repeat using a different style/sentence. (This will help studentsmake connections of concepts.)
Ensure that students have written down instructions correctly. Give breaks whenever possible. Encourage students to cross out finished instruction steps as they follow a list of instructions. (This will ensure that students dont repeatsteps by mistake.)
Have the student split words up into syllables by drawing vertical lines.
ENVIRONMENTAL STRATEGIES Try to place students with concentration problems at the front of the class. (Students are moredistracted by students in front of them, than students behind them.)
Encourage students to play with clay, building blocks, play-dough, etc. (This will help develop motor skills.) When working with right-handed students, sit on their left side. When working with left-handed students, sit on their right side. (This allows for the teacher to clearly view the students work.) Have left-handed scissors available. (This will help left-handed students withstruggling motor skills.)
Supply tinted rulers.
(Students will feel more comfortable being able to see through the ruler as well as being able to easily see where the ruler and the paper separate.)
To teach the sound of letters, use flashcards with pictures on one side and the letter on the other. (Use words like Tea instead of Train for the letter T,because Train makes a Tr- sound, whereas Tea makes an actual Tsound.) (ie. Wow!, Good
If you give out stickers, purchase stickers with wordsJob!, Fan-Tas-Tic!).
An Aurally Coded English dictionary can be more suitable for a student with dyslexia. (An ACE dictionary sequences the words by sound, rather thanspelling.)
Label the side of the dictionary from A to Z.
OTHER STRATEGIES Encourage the students to use visual pegs, such as the Roman House method. (The Roman House method is to connect and visualize a set of conceptswith furniture in your house, so you can later visualize a journey through the house and be reminded of the concepts you wanted to remember.)
Give special strategies to help students remember things. Use nursery rhymes to teach students about rhyming. (Auditory rhyming is more effecting than writtenrhyming because certain words may write like they rhyme, but dont actually rhyme (ie. Laundry and fry).)
(For example, the left hand can open into an L-shape, to help the student memorize which side is left.)
Use the Six Box Trick. Who? What Is Happening?
(A student will be able to easily summarize what he or she has read.)
Where? What Happens Next?
When? How Does It End?
Simple English Wikipedia http://simple.wikipedia.org
DISCUSSION QUESTIONS Have you had any experiences teaching students with dyslexia that you would like to share? Which teaching strategies from todays JigSaw did you find most compelling? What can be changed in the school system today to benefit students with dyslexia? REFERENCES Masset, J. (2008). Meeting the Needs of Students with Dyslexia (Meeting the Needs). Grok: Network Continuum Education.