teaching english to children with dyslexia

7/29/2019 Teaching English to Children With Dyslexia

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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Due to fear of speaking incorrectly, some childrenbecome withdrawn and shy or become bullies out oftheir inability to understand the social cues in theirenvironment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

teaching english to children with dyslexia

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