Day-to-Day Dyslexia in the Classroom

Day-to-Day Dyslexia in the Classroom

Day-to-Day Dyslexia in the Classroom

Day-to-Day Dyslexia in the Classroom

Synopsis

This edition offers invaluable advice to teachers on how they can recognize specific learning difficulties and give practical help to children in their classes. Written in an accessible, jargon-free language it provides guidelines on the way children with dyslexia learn language and achieve literacy skills.

Excerpt

DISLECKSIA

a bifrent wai ov lerning

Don't miss this page - be sure to read it before Chapter 1!

Dyslexia should be seen as a different learning ability rather than as a disability. It only becomes a disability if it goes unrecognised and the teaching is inappropriate, resulting in the child's failure to gain competence in literacy. A lack of such competence is a real handicap in today's society.

The term dyslexia has been used because it seems to be the most widely used and most apt term. It has been coined from the Greek and literally means difficulty with (dys) words (lexis). It refers to difficulty with words read, words spelt, words pronounced, words written and association of meanings with words. There are many people who still prefer to use the term 'specific learning disability', which now includes attention deficit disorder (ADD) and dyspraxia, as well as speech and language processing problems.

In most research projects it seems that there is a small group who do not fit neatly into the particular findings. This underlines the danger of dogmatic statements with regard to the nature of dyslexia and emphasises the paramount importance of seeing each pupil as an individual.

This book views dyslexia from an educational standpoint. Dyslexia, be it severe, moderate or mild, cuts across class, age and intelligence, and all schools will have some dyslexic children. An awareness that there are certain teaching methods and practical approaches which are effective with

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