Understanding Dyslexia Strategies

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.

I have not had the opportunity yet to work with students that have dyslexia, because as you mentioned they are in early grade level as kindergarten, and the times that I had ask or point out a difficulty

The most hopeful intervention is early intervention. Classroom intervention and pullout remedial approaches have shown positive results. Prevention programs that focus on phonemic awareness, phonics, and meaning of text in reading instruction of early grades can reduce the base rates of at-risk dyslexic students to below five percent. It will also significantly improve the core reading skills of the weakest readers in early grades. For older students, intervention programs that are described as strategy based and direct instruction have been most effective for their grade level. The combination program has been evaluated with sever dyslexic students in randomized experimental designs with control groups. This approach resulted in better standardized reading measures. Students with word-reading abilities below the fifth percentile before the implementation of the explicit programs tested in the average range of word identification following the interventions (Shaywitz, Morris, & Shaywitz,

There are a few educational programs and interventions available to help children with dyslexia. These can vary from standard teaching in small groups with a learning assistant, to one-on-one lessons with a specialist. Many

Despite the difficulties dyslexics experience along the way, we thrive when challenged, becoming even more intrigued and curious when faced with seemingly unsolvable puzzles. We are especially invigorated when our unique perspective is recognized and valued. After all, without the tenacious commitment to solving the mysteries and complexities of the written text, we would never have made it past kindergarten because we would have given up on that first mysterious, inexplicable, and unpredictable code we call language. It is often the case that dyslexics share an insatiable appetite for learning. These experiences have brought me full circle and as an educator I have learned many approaches to teaching in multicultural and divers

Growing, developing, and learning are the building blocks of life for all children. Each day they are confronted with many new concepts and various challenges. Can you imagine how it must feel for a child to not only be faced with these challenges life has, but to face them while living with a learning disability? Because I am dyslexic, I understand what it feels like; I understand what it’s like to feel wronged and invisible. Unlike some other disabilities, no one can really tell whether or not a person has dyslexia just by looking and him or her. While one might assume that would make dealing with it easier, I can easily remember wanting to wear a paper bag over my head that said “DIFFERENT” in all caps.

Dyslexia makes the brains works slightly differently comparing to people that don’t have dyslexia. Dyslexia mainly effect someone reading and spelling, though it could effect others things. To help reduce the stress of dyslexia people’s problems there are strategies. For reading there is SQ3R, scan, question, read, rewrite, revise. For spelling there is TCCC; trace, copy, cover, close. Finally to just get the stress out, there is stress balls. Dyslexia might be hard to deal with but with stragies including TCCC, SQ3R, and more; most of your problem that have to do with Dyslexia will go away.

Dyslexia is not only reversing letters and numbers, and “reading from right to left” (which both are not that common in those that are dyslexic), but Dyslexia is the inability to break down letters in given

Dyslexia is a disability in which the brain has trouble processing when doing basic tasks such as reading, writing, speaking, and listening. Dyslexia is thought by some to just be the cause of laziness, but it is in fact a real condition. People who suffer from dyslexia are not “slow.” In fact, dyslexic students often have average or above average intelligence. Some symptoms of dyslexia include the misspelling of words, the inability to clearly express what they feel through language, confusing the order of letters, and struggling with reading out loud. Dyslexia can be detected by knowing the symptoms of the condition and going to a doctor to see if you/your child is truly dyslexic. Educators can help develop language skills in dyslexic students

Dyslexia is a learning disability characterized by difficulty in reading fluently, as well as comprehending what is read, even in the absence of any other disabilities and with a normal IQ. There are several categories in which individuals with dyslexia may have trouble, such as language skills, phonological decoding and awareness, verbal comprehension, rapid naming, processing, and auditory short-term memory. One factor that stands out with dyslexia and one that causes a lot of controversy is the definition. These can include symptoms-based definitions, other problems that lead to literacy difficulties, and a working definition agreed upon by the Health Council of the Netherlands, which states “ Dyslexia is present when the automatization of word identification (reading) and/or spelling does not develop or does so very incompletely or with great difficulty.” (Smythe, 2011) This definition provides a broad explanation that does not touch on specific causes and avoids any stigmatizing language in order to better serve those affected with dyslexia.

As such, the teacher role is to make educational adjustments to promote learning and create a fruitful class environment. The teacher must start by collecting information about the student with dyslexia because any knowledge collected from the student can play an important role in the student’s later success. Furthermore when the student knows that the teacher knows about his problems

The term dyslexia refers to a learning disorder characterized by difficulty reading. It is a learning disability that alters the way the brain processes written material. Difficulties in word recognition, spelling, decoding and reading comprehension make it even more difficult. This disability alters the way the brain processes written material. People with dyslexia not only have trouble with reading and spelling they also can struggle with writing. Dyslexia is the most common type of learning disability.

According to the British Dyslexia Association 1 in 10 people suffer from a form of dyslexia, meaning that on average, a teacher would expect there to be approximately three dyslexic children in their cohort. I have very little experience of working with dyslexic children in my classroom, perhaps because it hadn’t been identified or that the classes were anomalous to the statistics. However, after attending a lecture held by the British Dyslexia Association, I realised that come September, I may not be able to adequately meet the needs of a dyslexic child in my classroom. Therefore, I have decided to research into identifying and supporting pupils with dyslexia in order to create a

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.

Most dyslexic individuals consider themselves diverse yet that distinction is a blessing in disguise. Dyslexia is an imperfection in the mind that causes issues in seeing and in the comprehension of words however this does not make them less clever. Dyslexia is generally neurological and inherited. There are a numerous individuals who are dyslexic and a large portion of these individuals are the most successful individuals on the planet, this demonstrates that this problem accompanies a blessing, the reward of being effective and perceived for who they are.