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Copy of Dyslexia
Transcript of Copy of Dyslexia
instructional procedures that are systematic, sequential, explicit, and direct in imparting instruction and utilize visual, auditory, kinesthetic, and tactile senses for teaching reading (Malatesha Joshi, 2002) Create environment that supports self-esteem Explicit phonics programs are the primary strategy. A bottoms up approach to reading should be emphasized. Programs such as the Lindamood Auditory Discrimination in Depth program target phonemic awareness directly, using sensory information to develop distinct phoneme representations. Orton-Gillingham programs , Earobics, and other, highly structured and explicit programs work best with younger children. Interventions for students with Dysphonetic Dyslexia Programs that offer a top-down approach, where the emphasis is on whole-word recognition skills and enhancing automatic and rapid whole word recogniton are best. Programs include Reading Recovery, Early Steps, Great Leaps, Read Naturally, Quick Read, RAV-O, Wilson Reading sytem, Laubach Reading series, and Read 180. Interventions for students with Surface Dyslexia A Balanced Literacy approach that addresses the combinations of deficits is best.
Top Down strategies that emphasize morphological and vocabulary rules rather than a program that just teaches phonics.
Increasing reading time at home and at school.
Emphasizing positive motivation, attitude, and confidence. Use interest based readings, have children read to younger children, to the principal, or other faculty
Programs such as Read 180, RAV-O, Wilson, Great Leaps, Read Naturally tend to give immediate feedback and build confidence. Interventions for students with Mixed Dyslexia