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Teaching English to Children with Dyslexia Dyslexia Research von Zapala-Kraj, Marta (eBook)

  • Erscheinungsdatum: 01.07.2014
  • Verlag: GRIN Publishing
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Teaching English to Children with Dyslexia

Research Paper (postgraduate) from the year 2009 in the subject Pedagogy - Miscellaneous Topics, , language: English, abstract: Currently, dyslexic children are tested and diagnosed only after they tried and failed to learn how to read. The ideal situation is for a dyslexic to be diagnosed at an early age and learn how to deal with this condition as early as possible. If a dyslexic children fail to get the necessary help, their learning and reading disability will usually result in frustration, loss of self-confidence and, as can be expected, low self-esteem.

Produktinformationen

    Format: ePUB
    Kopierschutz: AdobeDRM
    Seitenzahl: 89
    Erscheinungsdatum: 01.07.2014
    Sprache: Englisch
    ISBN: 9783656686316
    Verlag: GRIN Publishing
    Serie: Akademische Schriftenreihe Bd.V275846
    Größe: 1202 kBytes
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Teaching English to Children with Dyslexia

Chapter 2 - Research Methods

2.1. Problem Statement

The difficulties that can be experienced by children with dyslexia are well documented. Many of these difficulties, as Reid claims, arise from biological and cognitive factors, resulting in difficulties with information processing, particularly in relation to print and language, organization and speed of processing. [78]

It is not surprising that many of the popular interventions relate to specialized programs and specific strategies that focus on these difficulties, and attempt to help the child develop literacy, memory and learning skills. These approaches recognize that the 'within-child difficulties' may prevent effective learning and for that reason strategies and programs are sought to deal with these difficulties.

There is an ongoing debate regarding the 'special' type of teaching that is required for children with dyslexia. This debate is encapsulated in the views presented by Norwich and Lewis. In this paper the author's question is what type of differential teaching is required for children with special educational needs, namely - dyslexia.

2.2. The Case Study Description

Three groups of children with learning disabilities were assessed using battery of reading and spelling test. These groups consisted of three fourth grade classes - two of them from the Therapeutic Elementary School and one from Public Elementary School. The results were used to compare the language skills of children with dyslexia under given conditions as particular teaching method and procedure and also dyslexic-friendly learning environment. The children were aged between ten and eleven. The overall language profiles were compared and differences were found between the three groups.

This part of the paper discusses the value of using a more comprehensive range of linguistic assessments when considering the similarities and differences between groups of children within this population, it also considers the educational implications and makes suggestions for further approach to teaching the dyslexic children.

2.2.1. The 4th Grade Students in Class A

The first group of the case study subjects consists of ten students with learning disabilities who are taught in 119 Therapeutic Elementary School in Wroclaw. The school specializes in teaching children with dyslexia. Due to the nature of the school curriculum, class teacher has an in-depth understanding of the problems that the dyslexic child may have within the classroom situation.

In teaching English, and particularly the spelling, teacher uses the visual inspection technique which is widely known the LOOK, SAY, COVER, SAY, WRITE, CHECK method. Another popular and effective strategy within the classroom is the use of mnemonics to aid spelling.

Moreover, the teacher concentrates on involving the use of more of the children's senses, especially the use of touch and movement (kinetic). This gives the students' brain tactile and kinetic memories to hang on to, as well as the visual and auditory ones.

2.2.2. The 4th Grade Students in Class B

The second group of the case study subjects consists of nine students with learning disabilities who are also taught in 119 Therapeutic Elementary School in Wroclaw, however, the teacher of English chose different tools for the purpose of dealing with dyslexia.

To accommodate students with special language needs, using as many of the Multisensory Structured Language Approach (MSL) principles with a lesson is essential, and MSL instruction of the letter-sound relationships of the new language is especially important.

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