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DYSLEXIA: Ethan Fogarty TCHG 304 (WHAT IS DYSLEXIA? ((Dyslexia is a term…

- - - - Dyslexic individuals tend to think in pictures rather than words.
        
        Early identification of dyslexia, is critical because literacy the at the core of all learning, in particular, academic learning. With early identification, children can be supported to participate fully at school. Older students, too, can be given the understanding, support and accommodations needed to help them make progress socially and academically.
        
        By understanding the characteristics of dyslexia, along with indicative behaviours, teachers are able to improve recognition and to support students in the classroom through the use of effective teaching strategies
- - - - Asking the student how they learn best, students usually know what helps them learn and can easily explain to the teacher ways that will help their progression
      - Reduce and/or adapt the homework load: a student with dyslexia may need three or four times longer than other students to complete homework so teachers can explain what parts of homework is essential and what parts are optional
      - Support for tests and examinations: students who are unable to effectively read or write work can benefit from extra time or the provision of a person who reads texts aloud to the student and/ or writes the responses as the student dictates
      - Evaluate on content, not spelling or handwriting: whenever possible, students with dyslexia should be evaluated on the content of an assignment rather than spelling and handwriting
      - Cooperative learning: cooperative group work can be structured to enable students who may have dyslexia to show their strengths and contribute their ideas, without the challenge of lengthy reading and writing tasks that individual work usually has
- - - - Some of the characteristics of dyslexia are known as persisting factors. They can appear from an early age and still be present all the way through high school. As well as the core phonological processing difficulties, persisting factors could be:
        
        poor retention of previously learned reading and writing skills, unexpectedly poor output for considerable effort (which may result in fatigue and loss of motivation)
        
        variable performance (for example a student may be able to complete literacy tasks with little effort one day but will need to make a huge effort the next day)
        
        difficulty with word storage (for example retaining word patterns for spoken language)
        
        difficulty with sequencing and with retaining a sequence (such as the letters in a word) over time