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    Dyslexia Handout

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    Uruz86
    This document discusses dyslexia, which affects 10% of the population and causes difficulties with literacy, numeracy, and communication skills. It notes famous figures who had dyslexia, like Albert Einstein and Agatha Christie. Signs of dyslexia in primary and secondary education are described. The document provides teaching strategies for students with dyslexia, such as giving verbal instructions in segments, ensuring written notes are correct, and using visualization techniques. It concludes with discussion questions and references.

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    Dyslexia Handout

    Uploaded by

    Uruz86
    1K views4 pages
    This document discusses dyslexia, which affects 10% of the population and causes difficulties with literacy, numeracy, and communication skills. It notes famous figures who had dyslexia, like Albert Einstein and Agatha Christie. Signs of dyslexia in primary and secondary education are described. The document provides teaching strategies for students with dyslexia, such as giving verbal instructions in segments, ensuring written notes are correct, and using visualization techniques. It concludes with discussion questions and references.

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    This document discusses dyslexia, which affects 10% of the population and causes difficulties with literacy, numeracy, and communication skills. It notes famous figures who had dyslexia, like Albert Einstein and Agatha Christie. Signs of dyslexia in primary and secondary education are described. The document provides teaching strategies for students with dyslexia, such as giving verbal instructions in segments, ensuring written notes are correct, and using visualization techniques. It concludes with discussion questions and references.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    1K views4 pages

    Dyslexia Handout

    Uploaded by

    Uruz86
    This document discusses dyslexia, which affects 10% of the population and causes difficulties with literacy, numeracy, and communication skills. It notes famous figures who had dyslexia, like Albert Einstein and Agatha Christie. Signs of dyslexia in primary and secondary education are described. The document provides teaching strategies for students with dyslexia, such as giving verbal instructions in segments, ensuring written notes are correct, and using visualization techniques. It concludes with discussion questions and references.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 4

    Presented by: Simon

    Meeting The Needs of


    Students with
    DYSLEXIA
    DEFINITION
    ‘Dyslexia is a specific learning difficulty characterized
    by difficulties that can undermine the acquisition of
    literacy and numeracy skills, as well as musical notation, and have an
    effect on verbal communication, organisation and adaptation to
    change.’

    FACTS
    • 10% of the population is affected by dyslexia.
    • Signs of Dyslexia are common among other specific learning
    difficulties.
    • Dyslexia occurs in all racial, linguistic and socio-economic
    backgrounds.
    • The degree of dyslexia will vary from person to person.

    FAMOUS FIGURES WITH DYSLEXIA


    • Albert Einstein (theoretical physicist)
    • Thomas Edison (famous inventor)
    • Alexander Graham Bell (inventor of the first
    practical telephone)
    • Scott Adams (creator of Dilbert
    comic strip)
    • F. Scott Fitzgerald (writer of The Great Gatsby
    and many other famous novels)
    • Agatha Christie (famous author)
    • Moose Mason (Character from Archie Comics)

    SIGNS DURING PRIMARY EDUCATION (AND CARRY INTO


    SECONDARY)
    • Slow in getting dressed (putting on buttons, tying shoelaces,
    etc.)
    • Finds difficulty in keeping his or her desk organized. Finds
    difficulty in retuning supplies to their original places.
    • Miss-uses left/right, up/down, forwards/backwards.
    • Has difficulty recognizing syllables.
    • Makes semantic errors (ie. Reading ‘horse’ instead of ‘pony’).
    • Makes up sentences based on pictures.
    • Reads and writes mirror reflections of letters
    (ie. ‘b’ instead of ‘d’).
    • Adds additional unneeded syllables in words
    (ie. ‘rememember’ instead of ‘remember’).
    • Uses more advanced vocabulary when
    speaking than when writing.

    SIGNS DURING SECONDARY EDUCATION


    • May arrive having forgotten school supplies, homework, or other
    material possessions.
    • May enter the wrong classroom.
    • Cannot follow step-by-step problem solving techniques (will
    show up mostly in the science and math classes).
    • Has trouble with sentence structure.
    • Copies notes incorrectly from the board.

    TEACHING STRATEGIES
    ‘If you can’t learn the way I teach,
    can I teach the way you learn?’

    INSTRUCTIONAL STRATEGIES
    • Give verbal information in segments
    separated by either questions or breaks.
    • Feel free to repeat instructions and
    encourage students to ask for repetition
    from the teacher and their peers. (This will
    decrease anxiety of the student.)
    • When repeating instructions, repeat using
    a different style/sentence. (This will help students
    make connections of concepts.)
    • Ensure that students have written down instructions correctly.
    • Give breaks whenever possible.
    • Encourage students to cross out finished instruction steps as
    they follow a list of instructions. (This will ensure that students don’t repeat
    steps by mistake.)
    • Have the student split words up into syllables by drawing vertical
    lines.
    ENVIRONMENTAL STRATEGIES
    • Try to place students with concentration
    problems at the front of the class. (Students are more
    distracted by students in front of them, than students behind them.)
    • Encourage students to play with clay, building
    blocks, play-dough, etc. (This will help develop motor skills.)
    • When working with right-handed students, sit on
    their left side. When working with left-handed students, sit on
    their right side. (This allows for the teacher to clearly view the student’s work.)
    • Have left-handed scissors available. (This will help left-handed students with
    struggling motor skills.)
    • Supply tinted rulers. (Students will feel more comfortable
    being able to see through the ruler as well as being able to easily
    see where the ruler and the paper separate.)
    • To teach the sound of letters, use flashcards
    with pictures on one side and the letter on
    the other. (Use words like Tea instead of Train for the letter T,
    because Train makes a Tr- sound, whereas Tea makes an actual T-
    sound.)
    • If you give out stickers, purchase stickers with words (ie. Wow!, Good
    Job!, Fan-Tas-Tic!).
    • An Aurally Coded English dictionary can be more suitable for a
    student with dyslexia. (An ACE dictionary sequences the words by sound, rather than
    spelling.)
    • Label the side of the dictionary from A to Z.

    OTHER STRATEGIES
    • Encourage the students to use visual ‘pegs’, such as the ‘Roman
    House’ method. (The ‘Roman House’ method is to connect and visualize a set of concepts
    with furniture in your house, so you can later visualize a journey through the house and be
    reminded of the concepts you wanted to remember.)
    • Give special strategies to help students remember things. (For
    example, the left hand can open into an L-shape, to help the student memorize which side is
    left.)
    • Use nursery rhymes to teach students about
    rhyming. (Auditory rhyming is more effecting than written
    rhyming because certain words may ‘write’ like they rhyme, but don’t
    actually rhyme (ie. Laun’dry’ and ‘fry’).)
    • Use the ‘Six Box Trick’. (A student will be able to easily
    summarize what he or she has read.)
    Who? Where? When?

    What Is Happening? What Happens How Does It End?


    Next?

    EXTRA RESOURCES
    Simple English Wikipedia
    http://simple.wikipedia.org

    KidsHeatlh.org
    http://kidshealth.org/kid

    DISCUSSION QUESTIONS
    • Have you had any experiences teaching students with dyslexia
    that you would like to share?
    • Which teaching strategies from today’s JigSaw did you find most
    compelling?
    • What can be changed in the school system today to benefit
    students with dyslexia?

    REFERENCES
    Masset, J. (2008). Meeting the Needs of Students with Dyslexia
    (Meeting the Needs). Grok: Network Continuum Education.

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