The Implementation of the Acceleread and Accelewrite Programme on Dyslexic Students

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

Discussions of dyslexia require a definition of the term, and this is where we can come into some confusion if we are not careful. In fact, the “problem” itself exists in the defining of the word, and thus the labeling of those to whom the definition applies. However, with some knowledge of the etiology of “dyslexia” we can begin to ply our beliefs off the population of “dyslexics” and start to gain some understanding of their experiences with language learning. This is, after all, the intention of this research. Guardiola (2001) also assisted in redirecting the academic focus in this direction, towards the etiology of the term and how its history has shaped current social work, education, neurobiology, and psychology perspectives.

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 means that if a parent has dyslexia, their children will have a greater chance of having the disorder as well. The same essay states that current studies suggest that 15-20% of the U.S. population has a reading disability, and of those 85% have dyslexia. Most of this data is obtained once a child has entered school and reached the age of 9, where reading becomes more vigorous. Most children with dyslexia can learn methods to assist them with their disability and read more fluently, but only if the learning disability is identified, recognized, and treated accurately. Even though dyslexia is a common disorder, obtaining a diagnosis can be difficult because schools are reluctant to spend the money or resources needed to test their

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.

On that basis the rationale behind this assignment is to further understand the term ‘dyslexia’, to consider the definition and diagnosis, as well as the barriers to learning it can generate. Consideration will also be given to the strategies that can be employed to assist learning, as well as promote the

Several studies have shown that when dyslexia is undiagnosed, it can cause a lot of frustrations and anxieties in the individuals involved (Riddick & Edwards as cited in Glazzard, 2012). Dyslexia is a ‘hidden’ disability, as there are no obvious external signs for people to recognize (Riddick as cited in Glazzard, 2012). It is not like some other disabilities, as for example down syndrome, or cerebral palsy which people can recognize from the moment they see them. People can get confused and assume different reasons for the children’s poor performance in school. That is why, when dyslexia is undiagnosed, the characteristics like ‘stupid’, ‘thick’, and ‘lazy’ are commonly used to describe students with dyslexia. People who are not aware about dyslexia cannot find any other explanations for them who are not doing well at school. Lack of assessment may result in low self-esteem compared to non-dyslexic students (Humphrey as cited in Glazzard, 2012 ). On the other hand, lack of appropriate help and support can have long-term effects for people with dyslexia when reaching adulthood (Morgan & Klein,

Dyslexia is a learning disability that many children have but are misunderstood until they have actually been diagnosed with the learning disability. Dyslexia does not mean that children are not smart; it just means that they learn different. This is why it is sometimes for parents to understand why their children are not doing well in school and struggle sometimes with a simple task of reading a book. My book report is about a 280 page book called “Can’t Rad, Can’t Write, Can’t Talk Too Good Either: How to Recognize and Overcome Dyslexia in Your Child.” In the book “Can’t Rad, Can’t Write, Can’t Talk Too Good Either: How to Recognize and Overcome Dyslexia in Your Child,” the

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.

Snowling, M. J., & Hulme, C. (2012). Children’s reading impairments: From theory to practice. Japanese, Psychological Research, 55(2), 186-202. doi: 10.1111/j.1468-5884.2012.5541.x.

According to the Dyslexia & Learning Disability Centre in Las Vegas, Dyslexia is an ability within the sensory mechanism of the nervous system to perceive the world with a multidimensional view. However it comes with poor word reading, word decoding, oral reading fluency and spelling. Though with appropriate teaching methods, dyslexic individuals can learn successfully throughout their lives. Also, when properly trained and informed, a dyslexic can use their

Dyslexia is a lifelong struggle with constant challenges with reading and speaking. About five to ten percent of the United States population deals with the learning disorder dyslexia (Van den Honert, n.d.). It is a neurological condition that is mainly caused by genetics but there are some rare cases in which it is acquired. Dyslexia interrupts the normal processes of reading and speaking (Van den Honert, n.d.). All of which are used in daily life and this makes life and school so much harder for dyslexics. They must learn to live with the condition for their entire life and there is not really a treatment for it. With the constant struggle and reminder of their

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).

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

Since all Dyslexic children differ from each other and learn differently it is crucial that parents and teachers incorporate all of their senses into the learning process as their visual or auditory processing may be impaired. Lawrence states that a child may pass a hearing or vision test quite easily, yet they may not be able to process this information into their memory. This shows how simple exercises can have a long lasting positive effect on the child in these early school years.