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LANGUAGE DEFICIENT LEARNERS

HAZELYNN ANAK RIMBAR139400

B.Ed (TESL)SEMESTER 1 2009 / 2010

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Teaching Dyslexic Students

Kevin L. HuittDecember 1999

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The purpose of this article is to provide an overview of problems faced by dyslexic students (patients) and how educators / teachers can modify their instruction to accumulate these difficulties.

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defining dyslexic & identifying its causes

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“Dyslexic is a language learning disorder that results in deficits in reading, speaking and writing”

The main problem of a dyslexic child is the connection between seeing words and producing or remembering the sounds they make.

it is hard for them to learn to read through conventional methods as they do not have the ability to focus on different parts of words to produce the sounds.

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Dyslexia is a condition which require specific methodologies of education to tackle problem.

Researchers blame the ‘slow development of the inferior temporal cortical areas’ which may lead to difficulties forming memory represent of object.

‘genetic’ may also be a cause as it is evident that dyslexia has a significant genetic component.

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identifying dyslexic students

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Dyslexic students have deficiencies in the phonological property of the child’s brain, so, identifying dyslexic students occur most often during processes of reading.

It is vital to notice why a child is struggling with reading. Identifying should be done, suitably in their early stages of schooling which is between ages 6 and 8.

dyslexic students also have difficulty with sequencing, although not al would suffer this particular disability. They find Maths, especially spatial Maths like Geometry and Algebra very hard.

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These students have talents beyond their classroom.

They are very bright and can easily solve difficult and complex problems when presented to them aurally

from this, educators can discover if their students are dyslexic.

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Working with dyslexic students

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It states that in the early stages of the students’ schooling, testing and recognition of the disability must be done.

Discovering the problem early can help the child improve and not be left behind by other normal children.

Researchers have come up with techniques using phonological methods to help dyslexic students read. These studies are designed for early intervention and are meant to stop the major problems of dyslexia before they begin to develop further.

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Applications in the High School Classroom

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1) Dyslexic Training Program - Oakland, Black, Stanford,Nussbaum, and Balise (1998)

basis of their program was to provide students with instruction that improves three qualities of reading:

i. a highly structured phonetic-instruction training program with heavy emphasis on the alphabetical system,

ii. drill and repetition to compensate for short-term verbal memory deficits,

iii. and multi-sensory methods to promote non-language mental representations.

Also prevalent in this program is the use of computer assisted reading software.

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2) Reading and writing should be made hand-in-hand.

He emphasizes that it is necessary to put two components together so that students will be familiar with the way words go together, how they sound when they are put into a sentence and how the spellings of the words act and react to each other.

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3) When entering a school, it is crucial that the dyslexic child be assigned to a teacher at a one-on-one basis.

This provides the best learning environment for the student.

To help augment any skills that they have. Evaluating what will be the least

restrictive environment for the student/ Teacher can go slowly to make sure

student is familiarized with language.

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4) Huitt believes that all students should memorize Latin root words.

Almost every English language that a student will read, write or hear or speak has its basis in a root word.

Because of their phonological deficits, dyslexic students will greatly benefit from learning the root words.

Even if they cannot pronounce the word correctly, students will be able to translate the word and provide meaning for it.

Vocabulary development

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5) For literature, Huitt proposes that a text which has and open ending or one which ends abruptly be chosen.

This is to enable class debates on the subject and generate list of discussions.

Since dyslexic students are auditory learners, debates and class discussions help them absorb ideas and information

they learn what they need to write down as notes for later use.

Teachers should also take the opportunity to ad important input and highlight important facts while this takes place.

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After discussion, teacher then ask students to generate outline.

Next, Students begin to work on the rough draft of an essay.

Goals to be achieved in the paper should be given.

It would be more appropriate if vocabulary words be provided, so that students can implement them in their writing.

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After that, the students will start a rewriting process starting by self-evaluation.

In self-evaluation, students are given a worksheet with questions to ask if the student is clear about the presentation of their argument.

Here, grammar and spelling are not as important as finding out if the students’ message was able to get across.

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After first review, students are directed into small groups to read his/ her individual essay out loud. This helps dyslexic students get around their poor spelling and handwriting.

Discussions within the group will make students make the paper better.

After this revision, students write their final draft.

Dyslexic students are horrible speller. So spellings should be overlooked.

Students should be graded on the production process rather on just the final product.

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Conclusion Dyslexic students will never be able to read

at what is considered the normal reading rate. We, as teachers, cannot make the expectations for them so high that they will no longer be able to reach them.

Techniques for teaching dyslexic learners are perhaps some of the hardest to learn and implement.

It takes time and effort. When the trial and error process fails, we

cannot give up on a child or decide that there is no point for continuing.

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We must always be looking for new methods to get the point across. It just takes a little more time and effort to help the dyslexic student reach his or her goals.

Dyslexic students are some of the brightest and creative children in the classroom today. We cannot afford to let them down by not working at our best capacity to help them succeed in an academic environment.

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THE END