Signs. Difficulty determining the meaning (idea content) of a simple sentence Difficulty learning to recognize written words Difficulty rhyming May occur in combination with writing or arithmetic learning problems.
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Difficulty determining the meaning (idea content) of a simple sentence
Difficulty learning to recognize written words
May occur in combination with writing or arithmetic learning problems
Most children with DRD have normal intelligence, and many have above-average intelligence.
The disorder is a specific information processing problem that is not connected with the ability to think or to understand complex ideas.
How dos it feel to be dyslexic? Ther ar peple of lo intelijnce ho ar satisfyd with ther achevemnts and think they ar doing very wel, being unaware of ther dificltis. Dyslexics no they ot to be able to do betr and ar frustrated. Som of them try ten times hardr than othr peple to acheve th same results.
Som giv up and withdraw, or they develop behavior problms because they cant do th work. Imahjin a boy of sevn and a haf ; he iz intelijnt, but he can not read or rite a singl word in a reading or speling test, and th scool puts it down az behavior dificltis. Wudnt anyone hav behavior dificltis if they had been at scool for two or thre years and stil cudnt read or rite a word? Lak of intelijnce was not th obstacl.
Because of their difficulties with reading, dyslexics have low self-esteem. The term "battered ego" is associated with dyslexic boys and girls.
To understand dyslexia, it helps to understand reading.
Reading is a workout for your brain.
You need to do the following steps — and all at once:
1. Understand the way speech sounds make up words.
2. Focus on printed marks (letters and words).
3. Connect speech sounds to letters.
4. Blend letter sounds smoothly into words.
5. Control eye movements across the page.
6. Build images and ideas.
7. Compare new ideas with what is already known.
8. Store the ideas in memory.
Beginning with phonemic awareness, the recognition that each word is made up of separate sounds called "phonemes," this type of instruction tries to teach the child language as it relates to printed text from the most basic element up onward.
For example "short" has 3 sounds
/sh/, /or/, /t/.
A simple one would be "see"... it has two sounds..
/s/ and /ee/
or "dog" which has 3 sounds
/d/, /o/, /g/.
The key is whether the child can relate letters to spoken sounds
-The school psychologist
-A hospital psychologist
-A psychologist in a private practice
-An objective distance assessment
-The dyslexic child should do rough drafts and then correct it (with help from the teacher).
-Should not be asked to read aloud in front of the whole class
-Should be placed in front of the classroom
-It takes dyslexic children twice as long to copy things down.
-Praise small parts about their work
Eliminate/reduce spelling tests
Don't force oral reading
Reduce homework load
Grade on content, not spelling
Reduce copying tasks
The child has trouble visually processing and hearing phonemes, so what do you do as a teacher?
Use a multi-sensory teaching approach!
Visual, that which you see
Auditory, that which you hear
Kinesthetic, the tactile ... where the child touches and handles objects.
Use play-dough or clay