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Transcript of Dyslexia
It is a disorder that affects person’s ability in understanding and using language skills both written and spoken, which results in imperfect ability to read, write, spell, speak, think, listen, and do mathematical calculations.
Learning disabilities types:
-Types: perceptual disabilities, brain injury, minimal brain dysfunction, developmental aphasia and dyslexia.
(Smith, Polloway , Patton, & Dowdy , 2008) Definition of Dyslexia - “A brain-based type of learning disability that specifically impairs a person's ability to read.” (NINDS, 2011).
- All dyslexic people share common characteristics in having difficulty with spelling, visual-verbal responding and speaking.
- Consequences of dyslexia may include problems in reading and effect the growth of vocabulary.
- Dyslexia can be inherited and developed within the first years of life or acquired later as a result of accidents.
(NINDS Dyslexia Information Page, 2011) A description of how
dyslexia is evident
in the classroom General Tips for teaching
dyslexic student Specific accommodations for
testing dyslexic students:
- Reading questions for students.
- Giving extra time to complete their test.
- Limiting the words given on spelling tests.
- Giving a multiple choice exam rather than essay.
- Grade the test on the content not the misspelled words.
(A Dyslexic Child in the Classroom, 2013) - Multisensory Teaching: it helps students to learn through more than one sense. For example, “another way to give a strong tactile memory of ‘b’ is to make the letter out of clay”.
- Read out loud or at least whisper which allow their lips to move. These actions activate the 'Broca's area' of the brain which remembers speech muscle movements.
- Giving instructions and information through a series of steps, without giving overview or big picture.
- Avoid using open-ended questions for dyslexic students that involve abstract or incomplete instructions.
- Mind maps are an effective way for teaching dyslexic students as they understand many concepts more completely when presented in mind maps and diagrams. “Inspirations” program.
- Highlighting essential information.
- Providing additional practice activities.
- Reduce copying by including information on handouts or worksheets.
(Barrows, 2013) Specific Strategies for Teaching reading, writing & math Reading - Enlarge the print.
- Teach the child to use his finger when reading.
- Use visuals and pictures for teaching new vocabulary.
(A Dyslexic Child in the Classroom, 2013) Writing - Tracing the letter with fingers
- Tracing the letter with pen
- Airwriting / Skywriting
- Making the letter out of plasticine, play-dough, clay or sandpaper
- Rice Box
- Let dyslexic students use a laptop or iPad in class (if available)
- Give the dyslexic student enough time to copy from the board.
(A Dyslexic Child in the Classroom, 2013) Math - Numbers: rolling two dices and counting.
- Using colors and visual cues to write decimals
in math problems.
- Use concrete, hands-on teaching methods.
- Physically counting counters when adding and subtracting.
-Arranging 100 counters in a long line on the floor.
Have the student place a marker after each ten.
- Practicing counting in any situation, e.g. counting cars as they pass by, or stairs as they climb up them.
(Herold, 2013) Using iPads for
dyslexia AppWriter There are some application in the iPads that can help
dyslexic people with reading, spelling, writing,
organizational and study skills; as well as, they will
increase their self-confidence. AudioBooks Alphabet Zoo Audiobooks
from Audible Difficulties in math - Confuses math symbols that look
similar, e.g. “>” for “<”.
- Reverses numbers, e.g. “21” for “12”.
- Difficulty in counting backwards.
(Dyslexia, 2011) Difficulties in reading
• Reads words backwards, e.g. “on” for “no”.
• Misreads words which look quite alike e.g.
“from” and “form”.
• Decodes single letters but unable to read
the words as a whole.
(Dyslexia, 2011) Difficulties in writing
• Reversing letters, e.g. distinguishing
between b and d.
• Difficulty in copying homework from the board.
• Holding pen/pencil tightly.
(Dyslexia, 2011) A list of of 4 useful resources that
UAE teachers could use to find out
more about this topic. Video This video introduces a new font to help dyslexic readers. This
font is designed by a Dutch graphic designer. He designed a
3 dimensional letters to distinguish between the similar
letters. The video is translated into Arabic,
so many Emirate teachers can
benefit greatly from it. Book This book is a useful resource for both parents and educators as it includes up to-date information and researches. Additionally, it guides parents and educators to wide range of strategies for dealing with dyslexic children.
(Reid, 2011) Website This website is a useful resource for educators as it contains
seven ways to help dyslexic children succeed. Some of these
seven ways include assistive technology, multi-sensory
activities and some accommodations which teachers can
use in the classroom.
(Langston, 2010) Story - It is a story about a young boy called Ahmed.
- Ahmed is dyslexic.
- The story is designed for third grade children.
- The story includes Emirate characters as it
belongs to the UAE culture.
- Ahmed struggles in reading and math.
- Later he discovers that has dyslexia.
- The story has clear illustrations that show how
dyslexic children struggle.
- The story is recorded in order to help the
dyslexic children reading it.
- You can find the story on the following link:
(Apps for Dyslexia and Learning Disabilities, 2013) (Euronews Science, 2012) Resources Start Here The End 10 percent to 15 percent of students have dyslexia ! Noorah -Hessa -Hana Done by: