College Essay About Dyslexia

What I particularly like about this method is that pupils will play an active word in the lesson in that it comes from

Decoding words is the ability to take the visual representation and associate the appropriate phoneme to blend the phonemes to make meaning words. This is a key factor in reading performance. Students struggle with any phonological tasks if he or she does not have the ability to decode words (Swank, 10). If a student does not know how to decode, then he or she must rely on sight vocabulary or another method.

She was able to pronounce the words we reviewed beforehand while reading, as a result, she was able to still understand what was happening instead of stopping for me to fill in the word for her. I would have the student write down on her paper before hand the theme and then start drawing her image. I first had the student create the event and show the challenge, but I notieced that she focused only on the event and had difficulty finding the theme. Next time, I will first have the student find the theme and then find an event that presented a challenge. The next step would be to use the mental image strategy during the next unit on creating inferences. The student will be able to create an image to generate inferences that are not clearly stated in the

The goal of reading is to understand what one reads or comprehension (National Institute for Literacy, 2006). However, for students to achieve this goal, the basic principles of teaching phonics and teaching the foundation of phonological decoding skills must be administered at the correct level. When decoding skill taught at the correct level are used students begin to read individual words, word strings fluently and start to comprehend what they read.

Guidance protocols and educational arrangements in primary and secondary education are optimized so that students can get past their difficulties and function according to their talents (Tzouveli, Schmidt, Schneider, Symvonis, & Kollias, 2008). To have more information about the specificity of adult dyslexia, (Hatcher, Snowling, and Griffiths (2002) compared the cognitive and literacy skills of 23 university students with dyslexia to those of 50 matched control students. All participants completed 17 tasks assessing reading and writing, processing skills, phonological skills, verbal fluency, verbal abilities, non-verbal abilities, and self-reported problems in attention and organization. It must be kept in mind that although impaired reading and writing are the center problems of dyslexia, they probably are but the most visible impairments of larger neuropsychological deficit (Habib, 2000). There are multiple tests available which contribute to an efficient diagnostic protocol for young adults with

Education techniques- dyslexia is treated using precise educational methods, and the sooner the intervention starts the better. Psychological testing will help children’s teachers to develop an appropriate program. Teachers can use methods that involve hearing, vision, and touch to enhance reading skills. Tutoring with a reading specialist can be helpful for children with dyslexia as the specialist will concentrate on helping the child to learn how to identify even the smallest sounds that make up words, to understand that letters and strings of letters imply these sounds, to understand what is being read and to be able to read aloud and to increase their vocabulary.

Learning disabilities and the individuals who are diagnosed with them need to be recognized. Dyslexia and dyscalculia are two disabilities that hinder the educational development of millions of people around the world, yet most people are unaware of the challenges they can present to the people diagnosed with them. Hopefully, if awareness of the effects, treatments, and behaviors that go along with dyslexia and dyscalculia is raised, our society will be more willing and able to provide support and understanding for those unfortunate enough to suffer from these disabilities.

These individuals are more emotional, and are driven by feelings. They are curious and naturally creative. They are usually disorganized, have no boundaries, and lack in order. They are more emotional and can find deeper meanings because of it. When learning the right side of the brain starts with the answer first. They like to have an overview of the subject before entering the lesson. The thought process is random. This individual might start on a project and easily be distracted by another project. It is harder to learn without being able to see, touch, or feel the object. The right dominant individual has problems expressing themselves with words. They know what they want to say but are unable to place them in words. The left side of the brain is dominant in language and the ability in processing hearing. Individuals that are dominant in the left side of the brain are able to understand logic more and are mathematically equipped. They are much more organized, tend to have schedules, and are good with rules and regulations. With the left side of the brain, words are easier for

To read one must be able to identify words through word recognition. To develop these skills, children need to become phonemically aware. This means that students have the ability to break apart the words and make the sounds. They then need decoding skills, or the how something sounds when spoken. The last important skill they need is sight vocabulary. These are the words that children can identify automatically, without sounding them out. Readers also use comprehension, meaning they gain the ability to understand the words over time. To develop comprehension, children need background knowledge of the subject area, meaning that the person has read or had a personal experience on the subject. examp: The student knows the parrot is red with green

Left and right sided brain learners learn through different pathways of input to comprehend. When considering emotions both sides of the brain are responsible for emotions; the right side is known for negative emotions and the left side is known for happy emotions. The left side of the brain is responsible for language and math learning. As a left sided brain learner a person is a logical detail learner that focuses on facts and rules of language. The left sided brain learner is also focused on math and science in relation to pattern perception. These individuals are

Decoding besides being difficult and challenging can be mentally exhausting for the students who struggle and this can lead to many students losing their motivation and confidence with reading. How are they able to comprehend what they are reading when they cannot even understand how to read what is in the story.

Fluency is another key component of reading, because fluency has often been referred to as the “bridge” between phonics (decoding) and comprehension. According to Hudson, Lane and Pullen (2005) fluency is “one of the defining characteristics of good readers, and lack of fluency is a common characteristic of poor readers” (Hudson, Lane & Pullen, 2005, p. 702). Fluency is made up three different components accuracy, rate and prosody. Rate refers to the speed or pace at which a student reads. Students should be reading at “just right pace” not too fast or too slow. This helps students free “processing space” for students to determine the meaning of a text. If student spends the whole time reading struggling to decode the text, their brain does not have enough “processing space” for comprehension. If students read too fast or too slow they are concentrating more on the words than the actual meaning of the text. Accuracy is reading the passage with little to no errors in text or meaning, this one reason why students must be able to decode words accurately. Lastly, prosody refers to the student’s ability to read with expression. Students must pay attention to punctuation in a text and taking pauses, and influcation when appropriate (Hudson, Lane & Pullen, 2005 & Rasinski, 2004). According to Rasinski (2004) fluency is an important factor contributing to student’s reading success.

Children use picture clues and predictable language to decode text. This might be classified as the emergent level for beginning readers. Progression into stage one involves understandings about phonemic principles, such as onsets and rimes, syllables, and beginning and ending sounds. Often at this stage, readers are observed to “sound out” every letter in a word. Automatic decoding is a hallmark of stage two, therefore, freeing up more space in the brain for comprehension. Don’t mistake this stage as being the same as reading to learn, rather is it is where the child begins to integrate automatic reading and comprehension. Just as might be seen in the writing stages, beginning readers may be in between levels at any one time, showing characteristics of multiple stages. In knowing the developmental stages of fluency, a teacher is better able to adjust his or her instruction to the student. In my opinion, if a student does not master these three levels of fluency, it will be difficult for them to advance to the stage where they derive meaning from words and have comprehension…

Learning to read is a very important aspect of life that is a necessity in order to prosper and grow. The process of learning to read can either be a very exciting or extremely stressful process for children. Reading does not come easily for everyone and it is important to know that children progress at different rates. According to Hellend, Tjus, Hovden, Ofte, and Heimann (2011) “Dyslexia is a specific learning difficulty which is neurobiological in origin and persists across the lifespan” (Hellend, Tjus, Hovden, Ofte, & Heimann, 2011). For a child diagnosed with dyslexia, there are many different therapy techniques and methods that can be used to help these children overcome this issue. The Orton-Gillingham methodology is a common method that is used frequently to help children diagnosed with dyslexia.

reading with the teacher. She will write down letters and sounds that they each need to work on.