Unit 4 discussion

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Psychology

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Feb 20, 2024

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Uploaded by GeneralElephant1967

Unit 4: Discussion Question Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. Which of the “10 Myths of Reading Instruction” do/did you believe prior to this week’s lessons? How do you plan to adjust your teaching to accommodate the new understanding of reading instruction? The myth that I believed in was myth number 8, meaning some people have dyslexia that contributes to their reading disability. If you read the research on dyslexia, the DSM5 states that it is a heritable neurodevelopmental disorder, and it is usually a life-long disorder that begins at an early age (Showling, Hulme, Nation, 2020). I studied psychology when obtaining my bachelor's degree. We were taught about many different types of disorders, including dyslexia. I have always believed that this disorder was the main reason students had difficulties learning to read. For a while, I believe thi to be true because of the amount of research on this topic and also because my daughter was diagnosed with dyslexia at the age of 5. The moment she was diagnosed, I have been told that she will always have problems with reading. My daughter is 14 now, she reads at grade level and scores within the 70th percentile on testing. I am not saying it has not been easy, but she learned to read and read well. There were (and still are) many hours of reading and helping her to break apart words so that she can read them easier. I teach 9th grade. By 9th grade, students are supposed to know how to read. Sadly, I have encountered in this year alone, several of my students struggling with reading. I teach Biology, so teaching students to read is technically not in the curriculum. I do, however, have students read aloud. I use my textbook to build a slideshow. When I present my slides to my classes, I choose random students to go up and “present” one slide. That means they have to read it aloud to the entire class. After that student “presents” one slide, I go in detail on what I want them to know on that particular topic. I have found this to be very helpful in teaching students how to pronounce some of the words used in Biology (and some of the words can be very difficult to pronounce). A lot of my students like this, because they get to stand in front of the class and be the center of attention, even if it is just for a moment. But the students who struggle, do not particularly like this. I feel by doing this, students pay more attention to what is being said from the slide and with my lecture, understand it at a deeper level. I also do not read instructions in my class. I again, choose a random student to read out loud any instructions for assignments. I always make sure I reiterate what the student said, just in case someone did not get it the first time. For those students who I noticed that were struggling, I do bring it to the ELA teacher's attention, I know she has more tools than I do to help these students. Plus, it gives us extra attention towards that particular student, in case we need to request for an evaluation for accommodations. Reference Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and future. Oxford review of education , 46 (4), 501–513. https://doi.org/10.1080/03054985.2020.1765756

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