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presentation bout dyslexia

Zoë Baltes

on 30 September 2012

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Transcript of Dyslexia

Lauren, Abbie, and Zoe Dyslexia dyslexia:
dys: 'poor' or 'inadequate'
lixes: 'words' or 'language'
A specific learning difficulty
effects reading
occurs on a continuum
no two dyslexic people are the same

Students with dyslexia:
learn in a different way.
central difficulty is to decode and spell. Understanding Dyslexia Characteristics traits and behaviors are inconsistent and vary from day to day.
Dyslexia has a number of symptoms and signs, but not every person with dyslexia displays them all.
Not displayed specifically in one area. Signs and Symptoms May daydream “zone out” often
Confused by verbal instructions or explanations
Express frustration when presented with reading and testing.
Exhibits behaviors to cover difficulties
Poor short term memory
Difficulty maintaining attention in class
Mispronounces words. General Reading • Difficulty working with phonics and sounding out
• May confuse words which look similar
• Difficulty with comprehension when reading
• Tends to struggle tracking their place when reading.
• Often uses visual cues for clarification.
• Difficulty decoding unfamiliar words. THE MOST IMPORTANT REASON FOR ASSESSING DYSLEXIA IS FOR EDUCATIONAL TREATMENT, NOT A LABEL. Learning and Studying Strategies DSF- Literacy centre-Dyslexia SPLED foundation Focuses on ensuring children and adults are supported adequately and appropriately.

Provides support to educators, parents and students

Provides students with an opportunity to achieve their potential. DSF Literacy and Clinical Services. (2008) Psychological
Professional learning
Parent and student workshops
Bookshop and library Services Psychological services Consultations.
Full psycho educational assessment
Functional assessment of literacy Professional Learning courses and workshops conducted for teachers, parents and professionals Learning and Studying Strategies The context
The assessment
The curriculum
The learner Classroom Environment Strategies Break down tasks into smaller steps.
Pre-task or pre-topic discussion.
Keeping information short and visual
Teacher’s checklist and Worksheet layout.
general framework.
Visual organisers.
Games Strategies to support students Steps should be clearly shown and placed into sequence.
Helps students focus on information required.
Helps students to provide relevant and detailed responses to topics Breakdown tasks into smaller steps For example This is how you could breakdown students summarising the main ideas of the story:

Write down the names of the main characters.
Describe one event that happened in the story
Describe where the story took place. Before reading have a pre-task or pre-topic discussion with students to discuss the topic or task they will be doing. The teacher should create questions to guide their discussion.
Note take as a class the key points they have found from the discussion.
Provides an indication of student’s current knowledge.
Helps students understand the topic. Pre-task or pre-topic discussion If students were going to read a book about frogs,
these are some of the points you could discuss:
What type of animal is a frog?
What does a frog look like?
Where do frogs live?
What do frogs like to do? Keep it short and visual Keep sentences short and vocabulary simple.
Support sentence with visuals.
Students rely on visuals for help For example A teacher may say “The Spanish Armada was a powerful maritime force and other countries feared the speed of the ship and the skills of the sailors”.

There are too many ideas in this sentence

Sentences like this with pictures would have been much easier to understand.

“The Spanish Armada was a powerful maritime force.”

“Most of the countries nearby feared the speed of the Armada ship”.

“The sailors of the Spanish Armada were all trained and well equipped”.

Reid, G., & Green. S. (2007). Teacher's Checklist Has the task been broken up into steps?
Have visuals been used?
Is the style of writing easy to read?
Is the vocabulary is easy to understand? Checklist could be used as a guide for teachers to develop worksheets and workbooks. General framework should have general guidelines developed to help schools cater for dyslexic students.
can be helpful to teachers who do not have much knowledge or experience with dyslexia. For Example Bold or highlight key concepts
Support text with visual aids.
Use games to consolidate key concepts. worksheet layouts visual organisers ICT Games
Organise them in a visually appealing way.
Use dyslexic friendly fonts.
Establish the child’s favourite font and use it.
Do not crowd the page.
Support text with visuals.

Reid, G., & Green. S. (2007).
Let them create their own.
Examples of these are mapping and webbing, charts and timelines.
Mapping and webbing allows students to record information in an appealing way.
Charts and timelines highlight the bigger picture and provide a visual overview of the topic.
Use different colours in charts and timelines.

Example of this is recording their own voice while reading
Recording their own voice helps with word recognition.
Choose texts they can read fluently.
This allows them to hear their voice fluently which develops self-confidence.
If you are going to choose a text that may be difficult for the student pair share the reading.

Reid, G., & Green. S. (2007). Games Provides an opportunity for students to learn and practice concepts in a fun way.
Examples of games are bingo, prepositional Pictionary, and Simon says. Worksheet Layouts Visual organiser ICT Bingo Simon Says prepositional pictionary Children with dyslexia have different and individual ways of processing information. Different does not mean deficit. Assessment there is no one assessment that can determine if a student has dyslexia or not. the assessor must have an extensive knowledge of language and reading development, how dyslexia affects learning in these areas, and the required pedagogy Students with Dyslexia do not have to have low or borderline intelligence.
Students may display strengths in;

-Problem Solving

-Comprehending new ideas

-Generating ideas

-Analytic thinking

-Creative thinking

-3-D construction

-Finding different strategies

-Seeing the big picture Identifying Dyslexia when?
usually becomes apparent during early years of schooling.

what can you do?
learn the common characteristics
trust your gut feeling
do something about it! There are numerous misinterpretations and misleading use of the terms screening, assessment and a profile. Checklists checks symptoms which are behavioural Checklists are NOT a dyslexia assessment, pre assessment or self evaluation. Screening and Pre-screening needs to be done by an ADA certified member
A screener alone will not confirm dyslexia but will add to the individual learning profile and let you know whether dyslexia educational assessment is recommended Assessment should be diagnostic and educational References Beid, B (2010) Dyslexia Australia: http://www.dyslexia-australia.com.au/assessment.htm
DSF Literacy and Clinical Services. (2008). Dyslexia- spled foundation. Retrieved from: http://www.dyslexia-speld.com/
Reid, G (2003) Dyslexia, A Practitioner’s Handbook (3rd ed.). West Sussex, England: John Wiley and Sons LTD.
Reid, G., & Green. S. (2007). 100 Ideas for supporting pupils with dyslexia. London: Continium International Publishing Group.
Reid, G. (2007). Dyslexia (2nd ed.) London: Continium International Publishing Group.
Teaching Today (2007) Helping Dyslexic Students Succeed: http://teachingtoday.glencoe.com/howtoarticles/helping-dyslexic-students-succeed
Westwood, P. (2007). Commonsense methods for children with special needs (5th ed). London: Routledge Falmer
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