Dyslexia project
-
Upload
ericaklein -
Category
Education
-
view
648 -
download
1
description
Transcript of Dyslexia project
By:Erica Klein
Jennifer EsparzaBrandy Hoesing
Reading is the fundamental skill upon which all formal education depends. Research now
shows that a child who doesn’t learn the reading basics early is unlikely to learn them at all.
Any child who doesn’t learn to read early and well will not easily master other skills and
knowledge and is unlikely to ever flourish in school or life.(Moats, 1999)
What is Dyslexia? The International Dyslexia Association defines dyslexia as “a specific learning disability that is neurological in origin.”
According to the Texas Education Code, “dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.”
Characteristics of Dyslexia
A student identified as dyslexic may display difficulties with: phonemic awareness and
manipulation single-word decoding reading fluency spelling reading comprehension, and
written expressionDyslexic students may also have delays in spoken language, poor listening skills, auditory processing disorders, and difficulties learning directional components such as up-down, or east-west.
Social-emotional difficulties include: frustration slow processing organizational difficulties,
and anxiety
These factors can further complicate the academic success of dyslexic students.
Effective Dyslexia Instruction
Intervention and specialized reading programs offer individualized and multi-sensory instruction that specifically meets the needs of
each dyslexic student.
The overall goal of dyslexia instruction is: Enable dyslexic students to become more confident, accurate, and fluent
independent readers.
Instruction focuses on: •Phoneme awareness and Phonics Elements of language including:
a. morphology, b. semantics, c. Syntax, and d. pragmatics.
•Decoding•Fluency•Reading Comprehension•Writing mechanics•Handwriting skills•Alphabet skills, and •Spelling
Effective Dyslexia Instruction
Qualification Requirements
“Inexpensive screening measures identify at risk children in mid-kindergarten with 85 percent accuracy” Hall and Moats
• Notify parents or guardians of proposal to assess student for dyslexia (§504)• Inform parents or guardians of their rights under §504• Obtain permission from the parent or guardian to assess the student for dyslexia• Assess student, being sure that individuals/professionals who administer assessments have t•raining in the evaluation of students for dyslexia and related disorders (19 TAC §74.28)
Formal Assessment Procedures
• Letter knowledge (name and associated sound)
• Reading real and nonsense words in isolation
(decoding)
• Reading fluency (rate and accuracy)
•Reading comprehension
•Written spelling
•Phonological Awareness
•Rapid Naming
Assessing students for dyslexia must involve these:
Formal Assessment Procedures
Classroom Accommodations
Accommodations are the way a teacher changes how she presents information,tests
students, and has students practice new skills so that every child has a chance to succeed.
Fear and Anxiety
● Never force them to read aloud● Never call on them unless they volunteer● Make sure your classroom is a safe place
to make mistakes● Don't force them to participate in any kind
of spelling bee.
Reading
● Provide taped texts● Permit shared reading● Have someone read to the student● Pre-teach concepts of vocabulary
before the unit
Spelling● Provide word banks● Have them learn a few words at a time● Make sure they can read the weekly
spelling lists● Don't count off for spelling● Allow them to use spell check
Handwriting or Copying
● Accept oral work● Minimize copying from the board● Appoint a note taker for that student● Allow them to use a word processor
Written Composition
● Accept projects● Shorter written assignment● Be specific about expectations● Accept oral work
Testing● Give oral test
● Allow the test to be taken in a different environment
● Allow more time
● Fewer Questions
● Discuss the test format ahead of time
● Readable review sheet
● Make study cards
Concept of Time● Reduce the amount of homework
given● Maintain a calendar● Divide long term assignments into
stages
Self-Esteem● Say something good each day● Watch for signs of progress● Point out they have done well