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TEACHING ENGLISH TOCHILDREN WITH DYSLEXIA
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DEFINITION
Dyslexia is a learning disorder thatmanifests itself primarily as a difficultywith reading and spelling. Although
dyslexia is thought to be the result of aneurological difference, it is not anintellectual disability.
Dyslexia is diagnosed in people of alllevels of intelligence: below average,average, above average, and highly
gifted.
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SIGNS AND SYMPTOMS
Pre school age children
Early elementary school agechildren
Older elementary school agechildren
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PRE SCHOOL AGECHILDREN
Learns new words slowly
Has difficulty rhyming words, as in nurseryrhymes
Late in establishing a dominant hand
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EARLY ELEMENTARY SCHOOL AGE CHILDREN
Difficulty learning the alphabet
Difficulty with associating sounds with the
letters that represent them (sound symbolcorrespondence)
Difficulty identifying or generating rhymingwords, or counting syllables in words
(phonological awareness)
Difficulty segmenting words into individualsounds, or blending sounds to make words
(phonemic awareness)
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Difficulty with word retrieval or namingproblems
Difficulty learning to decode words
Confusion with before / after, right / left,over / under,
Difficulty distinguishing between similar
sounds in words, mixing up sounds inmultisyllable words (aminal for animal,
bisghette for spaghetti)
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OLDER ELEMENTARYSCHOOL AGE CHILDREN
Slow or inaccurate reading
Difficulty associating individual words with theircorrect meanings
Difficulty with time keeping and concept of time
Difficulty with organization skills
Due to fear of speaking incorrectly, some childrenbecome withdrawn and shy or become bullies out oftheir inability to understand the social cues in theirenvironment
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Difficulty comprehending rapid instructions,
following more than one command at a time
or remembering the sequence of things
Reversals of letters (b for d) and a reversal ofwords (saw for was) are typical among
children who have dyslexia. Reversals arealso common for children age 6 and youngerwho don`t have dyslexia. But with dyslexia,the reversals persist.
Children with dyslexia may fail to seesimilarities and differences in letters andwords, may not recognize the spacing thatorganizes letters into separate words, anymay be unable to sound out the
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CONDITIONS THAT OFTENCO-OCCUR WITH DYSLEXIA
Dysgraphia
Dyspraxia
Dyscalculia
Specific Language Impairment
Cluttering
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TEACHING TIPS
Start the foreign language course withan extended oral phase
Reduce course objectives Motivation Chose a course-book with a very clear
and transparent layout
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READING
Select shorter passages for readingcomprehension
Read with a purpose
Discuss vocabulary before reading Cloze exercises Enlarge the print
Teach the child to use his finger whenreading Teach the child to skim for information Don't Force Oral Reading
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WRITING Difference between the letter-sound
correspondence of their first language andEnglish
Teach irregular words on a whole word basis. Teach the words in context as well Teach them different planning techniques
(mind mapping...) Tell your students to write in pencil in class Use the blackboard Let dyslexic students use a laptop in class (if
available)
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LISTENING
Explain important things in the childsfirst language
Use a small tape recorder Use visuals and pictures Do not expect dyslexic students to be
able to listen and write at the same
time Speak in simple, short sentences
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SPEAKING
Never force a dyslexic child to speak Encourage them with lots of positive
feedback
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THE ORTON-GILLINGHAMMETHOD
Developed in the early-20th century Language-based
Multisensory Structured Sequential Cumulative Cognitive Flexible
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Features of the Approach
Language- based
based on a technique of studying and
teaching language understanding the nature of human
language
the mechanisms involved in learning,and the language-learning processesin individuals
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Multisensory:
teaching sessions are action-oriented interaction between the teacher and
the student simultaneous use of multiple sensory
input channels
using auditory, visual, and kinestheticelements
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Structured, Sequential, andCumulative:
teacher introduces the elements of thelanguage systematically
sound-symbol associations along withlinguistic rules
generalizations are introduced in a
linguistically logical, understandableorder
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Cognitive:
students learn about the history of theEnglish language
study the many generalizations andrules that govern its structure They also learn how best they can
learn and apply the languageknowledge for achieving reading andwriting competencies
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Flexible:
teaching is diagnostic and prescriptivein nature
teachers try to ensure the learner is notsimply recognising a pattern andapplying it without understanding
when confusion of a previously taughtrule is discovered, it is re-taught fromthe beginning
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THE ORTON-GILLINGHAMAPPROACH
teaching the sounds that letter makes
letters make sounds
sounds make words and syllables
words make sentences
sentences make paragraphs
paragraphs make stories and reports
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MULTISENSORY TEACHING
Visual-Auditory-Kinetic-Tactileteaching method (VAKT)
Visual memory: from seeing the letterAuditory memory: hearing the sound Tactile memory: the sense of touch Kinetic memory: body movement
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Visual memory
Sound/Symbol association- look at mouth of teacher- look at the letters- discriminate the letters- look at the card with the letter and keyword or picture
Syllables- look at mouth of teacher- look at word to identify a number ofsyll.
- look at word to identify vowel sounds
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Visual Reminders
Pictures Flash cards
b and d confusion
Left and right hand
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Auditory memory
Sound/Symbol association- listen (hear) the sound and identifyits name with symbol
- listen/hear the sound and identify itwith its symbol- say key word & sound
- discriminate sounds
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Auditory memory
Syllables- listen (hear) syllables in spokenwords
- discriminate number of syllables inspoken words- segment words into syllables
- blend syllables into a word
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Tactile memory
Tracing the letter with fingers Tracing the letter with penAirwriting / Skywriting Backwriting Making the letter out of plasticine,
play-dough, clay or sandpaper Rice Box
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Kinetic memory
Feel articulatory (lips/facial) musclesmove
Drawing the letterLARGE on the
carpet Body language: pantomime, gestures Body alphabet Sand / crayon writing Pantomime, gestures pat or tap out syllables Son s with movements
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VAKT Procedure
say the word, trace the word with twofingers while saying each part of theword, say the word again;
write the word without looking at theword card and then compare whatwas written to the word card;
repeat the first step until the word iswritten correctly three consecutivetimes without looking at the prompt
card.
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Confidence-building
The difficulty with dyslexia is that it isnot visible. If the child had a brokenarm, everyone would be rushing
around giving extra consideration. 'Ofcourse he can't write - his arm isbroken! There's nothing wrong with his
intelligence.' But no-one ever says 'Ofcourse he can't spell - he has inheriteda different pattern of brain circuits!There's nothing wrong with his
intelligence.'
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Confidence-buidlingexcercises Positive statementsI do a good job when I work hard."
"I feel good about myself when I try
hard.
Positive self-esteemThings that I am good at Things that I am no so good at
Childs interestsCharacterisitcs
SpellingReadingWritingMath/s
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Treatment hints and tips
The Goldfish Room Pupils highlight their own spelling
errors Reading using a pencil Making a window (reading) Using scotch tape Say each word child hesitates on or
can not read yet Sitting not at the back of the class
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Treatment hints and tips
Prefer handouts to the board(minimum)- Arial size 14
- sheets: shades of yellow, green,orange- different colour of each line
- keywords printed on bold- images used frequently
Special folder
- all the materials: inde endent
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Activities
Sorting: cards showing pictures ofobjects with the problem sounds, andtwo boxes
1) T names the object, S picks thecorrect card2) S repeats the word, and places in
the right box that is labeled for thesound Odd One Out: four pictures are named
and odd one is pointed out (hat-pen-cat-
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Picture dictation Numbers: rolling two dices and
counting Scrabble
Looing for antonyms, a specific wordor new words Matching pictures with
words/sentences Cloze excercises: filling the words,
finishing the sentences Contextual guessing
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Notebook / cards with difficult words(homonyms filling in gaps)
Listening for a specific word: childrenclap when hear the word
Reading for a specific word:underlining or highlighting the word
Using realia: toys, equipment of theclass
Finding differences and similiarities:pictures
IT: computer softwares
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Bibliography
ZELINKOV, O.: Poruchy uen.Praha: Portl, s. r. o., 2003. 264 s.ISBN 80-7178-800-7.
Teaching the Dyslexic Childwww.teachers.tv/video/2847
Supporting Dyslexicshttp://www.teachers.tv/video/3370
Dyslexia Friendly Clasroomhttp://www.teachers.tv/video/3371
www.dyslexia-teacher.com
http://www.teachers.tv/video/2847http://www.teachers.tv/video/3370http://www.teachers.tv/video/3371http://www.dyslexia-teacher.com/http://www.dyslexia-teacher.com/http://www.dyslexia-teacher.com/http://www.dyslexia-teacher.com/http://www.teachers.tv/video/3371http://www.teachers.tv/video/3370http://www.teachers.tv/video/2847