Homework And Assignment Analysis

The BDA Dyslexia Friendly Schools Pack for Teachers (2009) provides an overall guide of what dyslexia is and how a dyslexia friendly school should be delivering education to the dyslexic learner. The writers begin with a definition of dyslexia stating that “dyslexia is a learning difference, a combination of strengths and weaknesses”. This is an informative definition as opposed to the recommendation of Norwich et al (2005) that exemplary schools should promote an inclusive school system whereby dyslexia is considered but not in isolation. The BDA (2009) state that importance ought to be

The driving forces behind SB 866 include persons from both public and private sectors. Individuals testified to the Interim Committee on Dyslexia and Related Disorders in what dyslexic students need to be successful academically. Testimony was heard from educators at the college level, parents of dyslexic students, doctors familiar with dyslexia and related disorders, medical researchers, members of professional dyslexia organizations, and state officers (Texas Legislature Online, 2011). Each spoke of their experiences with individuals with dyslexia and related learning disorders, medically, personally, and academically and each was chosen for their research and knowledge as it pertains to this very specific field (T. Flanders, personal communication, August 30, 2011). Absent from the agenda were teachers and dyslexia therapists within the public school system (Texas Legislature Online, 2011).

This website offers a variety of tips and strategies for working with students with dyslexia. It gives suggestions of activities to promote phonological awareness skills, reading comprehension and fluency, vocabulary development, oral reading, comprehension of written directions, spelling, and writing. Additionally, this website offers general recommendations for teachers of beginning readers and writers, general recommendations for the classroom, and recommendations to support reading comprehension and fluency in the classroom. Moreover, the websites gives strategies for supporting vocabulary throughout the reading and writing process. Lastly. recommendations for students with visual deficits are discussed on this website. There are several

This paper explores three peer-reviewed articles that involve treating children with reading disabilities. Two of these articles derive their data from empirical studies. One article is purely research based, and offers many simple strategies for treating a dyslexic child in the music classroom. All reading disabilities described in these articles, such as specific reading disabilities (SRD) and specific language disabilities (SLI), fall under the definition of dyslexia adopted by International Dyslexia Association (IDA) in 2002. The National Institute of Child and Health Care and many state education codes also use this definition. This paper will explore strategies teachers may utilize to increase literacy in children with reading disabilities.

The challenges and barriers identified for teachers are directed at meeting the individual needs of their students. The lack of time and the need for more expertise in the area are a matter of concern for students with dyslexia. Lack of teacher training and expertise creates difficulties when considering the importance of teachers to be able to create Individualised Learning Programs which will effectively accommodate these learning difficulties.

Remediation, having the student practice phonemic awareness, actually makes changes in the brain and increases the activity in the necessary parts to develop reading skills (Reading Development and Challenges PowerPoint, May 28). Understanding what the students are struggling with, such as understanding that it is recognizing phonemes which plague students with dyslexia, is integral to being able to actually devise accommodations in the classroom and strategies to help them. Shaywitz (2003), for example, helped me understand that in the case of a student with dyslexia, it is not the knowledge which they lack, but rather the ability to decode the phonemes of the word. It is not a lack of intelligence, but rather a difficulty with

Reading comprehenison is an essential compontent to reading. Altough, students with literacy challenges often times lack the strategies need to effectivily comprhend the material they read. Several key components to readng comprehension include applying background knoweldge, asking questions of self and text, summarizing, monitorying understanding and looking to clarify information. Once students with liteacy challenges learn the strategy they struggle with knowing when to use it, if its effective and adapitng to meet their needs.

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

Reading is a crucial problem-solving process children develop through early years of life and begin to refine in primary school (Van Keer, 2004). To gain literacy competency educators aim to effectively teach their students how to decode print and how to comprehend the texts they read (Departments of Education, Science and Training [DEST], 2005). Through systematic and explicit reading instruction students are taught with a precise skill based learning experience that provides them with direct and ambiguous demonstrations of the skills they require to read and how to successfully use them in their reading (Van Keer, 2004). The process of reading is a systematic process that must address the following five essential skills, which are building

When I write an assignment, from a simple analysis to a research paper, I always start with writing an outline. The outline helps me with the flow of my writing and reminds me where my work will take me. The outline keeps me organized in my thoughts and aids in the comprehension of my writing; it will start out very broad and eventually becomes very specific so the essay is easier to write. I have gotten into the habit of writing outlines when I would write any assignment during my sophomore year of high school. My teacher would require us to write outlines for major writing assignments which developed my habit to write an outline for any assignment. After the outline, I begin writing the assignment and edit while I write. I do this by briefly

The letter writing activity was a very new experience for me in terms of academic writing. Not only has it been an extremely long time since I have written an actual letter that needed postage, but it was also the first time that I had written in this type of genre for a school assignment. For this assignment we needed to write a letter to a loved one from home about our college experience so far. It was different from the other assignments that we have done in this class because we each had our own personal connection with the audience. We knew exactly who was going to be reading this letter and could therefore cater the writing and style to what the person would prefer/enjoy. Personally, in my letter I was able to make references to certain

More than seventy learning disability categories appear to be related to, or varieties of, dyslexia. The methods described in The Gift of Dyslexia and The Gift of Learning have been used successfully to provide varying degrees of improvement for all the following conditions.

All materials purchased by the grant will serve to combat this problem in the Masonville community. The collection would include materials for educating parents/teachers concerning assisting the students, as well as visual and tactile aids. Posters showcasing dyslexic celebrities including Whoopi Goldberg, Tom Cruise, Albert Einstein, Winston Churchill, and Walt Disney will be prominently displayed in the section labeled; Everything Is Scrambled In My Head!, which shall be housed  all together in one location for easy access to the students, teachers and parents. A free informational program called “Everything Scrambled  In My Head!” will be offered to educate the community about dyslexia and introduce the materials.  A local community member who identifies as dyslexic will be the guest speaker. Activities that demonstrate how a dyslexic sees written print shall be demonstrated. The library will provide handouts and information from the International Dyslexia Association and the American Dyslexia Association, which discusses dyslexia and how to obtain help. Teachers will be encouraged to read the children’s books to their class.

This strategy usually takes place when the dyslexic child shows an indication of becoming more self-assured at reading aloud. In this step teachers or parents can start to read more quietly, therefore permitting the child to take the lead, or remain quiet. These techniques can be done progressively, allowing the dyslexic building up his/her self-confidence when reading (Reid, 2011, 63).

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.