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Dyslexia

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by

Sarah Lorenz

on 1 March 2013

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Transcript of Dyslexia

By: Sarah Lorenz Dyslexia: The Scenic Route to Learning What are we going to learn today? Recap: What exactly is dyslexia and how does a brain with dyslexia behave?
What are the causes of dyslexia?
How can I help students in my classroom that may have dyslexia? What are the signs and symptoms of dyslexia? So How is it diagnosed? Provide extra time; often times individuals that have dyslexia just need a bit longer to process things.
Allow for audio recordings of lessons, especially in the upper grades.
Use graphic organizers; dyslexic brains need help becoming organized.
Avoid having a student with dyslexia read in front of the class.
See if you can provide written text that has extra spaces between the words. How do we help within the classroom? Dyslexia is a reading disorder, but many people view dyslexia as a gift.
It has to do with the hard wiring in the brain.
It is more than likely genetic.
Students benefit greatly from having a diagnosis.
Do your research! Step One:
What is dyslexia?
Meriam-Webster defines dyslexia as, "a variable often familial learning disability involving difficulties in acquiring and processing language that is typically manifested by a lack of proficiency in reading, spelling, and writing "

In layman's terminology, dyslexia is a reading disorder. What challenges do our students face if they have dyslexia? It is important to note that dyslexia is more than likely genetic.
This means that a child more than likely has a close relative that
has dyslexia. This can make things easier for a child or even more difficult,

We can look at the signs and the symptoms of dyslexia in
three different categories:
1. Before school age
2. Elementary age
3. Teen to adults Before school age signs according to the Mayo Clinic:
Late Talker
Learn New Words Slowly
Have Trouble Rhyming Words Signs of dyslexia at school age according to Mayo Clinic are:
Reading at a level well below the expected level for the age of your child
Problems processing and understanding what he or she hears
Difficulty comprehending rapid instructions
Trouble following more than one command at a time
Problems remembering the sequence of things
Difficulty seeing (and occasionally hearing) similarities and differences in letters and words
An inability to sound out the pronunciation of an unfamiliar word
Seeing letters or words in reverse ("b" for "d" or "saw" for "was," for example) — this is common in young children, but may be more pronounced in children with dyslexia
Difficulty spelling
Trouble learning a foreign language According tot he Mayo Clinic, the signs and symptoms of dyslexia in a teen to adult aged person would be:
Difficulty reading
Trouble understanding jokes or idioms
Reading aloud
Difficulty with time management
Difficulty summarizing a story
Difficulty learning a foreign language
Difficulty memorizing As teachers, we need to look for the signs and if we suspect,
it needs to be documented thoroughly. There are tests that
will be done by an educational psychologist. Documentation is of the utmost importance in this circumstance. The sooner we
can intervene, the better for the child.

It is important to understand that a child with dyslexia can read, but will need different instruction techniques. Let's look at the brain to better understand why. Simulation Time What was the problem with the computer?

What would we need to do to make this computer work? Let's try another simulation by looking at this website:
www.pbs.org/wgbh/misunderstoodminds/reading.html What was the value of those simulations? Let's watch a short video clip that a
student with dyslexia created about his life. How does this video make you change how you think? How does this change how we teach? How do we set goals?
They need to be measurable.
They need to be easily met, especially at first.
The student should become involved in setting these goals. Activity:
Let's try writing some goals. Create 3-5 goals for an early elementary child with dyslexia, a middle elementary child with dyslexia, a middle school child with dyslexia, and then finally a high school student with dyslexia. Keep them simple and measurable!
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