General02. Understanding Dyslexia

UNDERSTANDING DYSLEXIA

 

ENTRANCE:

dyspraxia with dyslexia, attention deficit disorder (with or without hyperactivity) and related conditions such as dysphasia may overlap. The effect can be attributed to childhood emotional or behavioral disorder, this is not the right attitude.

By adulthood, many dyslexic, will have developed complex compensation strategies that can mask their difficulties.

Reading a dyslexic child, difficulty with spelling and/or speech, varies from person to person due to inherited differences in brain development and the type of education a person receives. brain is normal, usually very “is smart”, strong in areas other than language. This “difference”, it goes unnoticed until the person has difficulty learning to read and write. Every person with dyslexia is unique, but the multi-sensory approach, flexible enough to serve a wide range of ages and learning differences. The multi-sensory approach can be valuable to many. Teacher's expertise in dyslexia is key.

WHAT IS DYSLEXIA?

Dyslexia is typically characterized by an unusual balance of skills. Dyslexia is a syndrome: The degree and ensemble of associated characteristics vary from person to person.. These features, not just distinctive sets of problems, it also sometimes encompasses distinctive abilities. dyslexia syndrome, now widely, neurological origin, recognized as a specific learning disability that does not imply low intelligence or poor educational potential and is independent of race and social background.

Although dyslexia appears to be more common in men than women, exact rate is unknown: The most frequently cited figures in the literature 3:1 with 5:1 between. Evidence, Dyslexia has a genetic cause in at least two-thirds of cases., however, it shows that in some cases birth difficulties may play an etiological role.. Majority of experts, agree that approximately 4% of the population is significantly affected by dyslexia. This number, normal school education and significant emotional, no social or medical etiology, but literacy development at the end of primary school, expected levels in primary education. 2 based on the incidence of students who are more than years behind. With this, perhaps around 6% of the population is milder affected.

NEUROLOGICAL BASICS OF DYSLEXIA

The neurological basis of dyslexia is now well known and this information is reflected in current definitions of dyslexia.. Cfneg’in, International Dyslexia Association (formerly Orton Dyslexia Association) published the following definition of dyslexia: “Dyslexia, neurologically based, a familial disorder that often impedes language acquisition, phonological processing, read, don't write, spelling, difficulties with receptive and expressive language, including handwriting and sometimes numeracy dyslexia, lack of motivation, sensory impairment, not caused by poor teaching or environmental reasons, but can occur with these conditions. Although dyslexia is lifelong, Individuals with dyslexia often respond successfully to timely and appropriate intervention..

(Orton Dyslexia Association, 1994).

The Research Committee of the International Dyslexia Association also, produced the following definition of dyslexia expressed in more scientific terminology:

“Dyslexia, one of several different learning difficulties. often reflecting inadequate phonological processing abilities, characterized by difficulties in single-word decoding, constitutional origin, language-based specific disorder. These difficulties with one-word decoding, often unexpected in relation to age and other cognitive and academic abilities: they are not the result of general developmental disability or sensory impairment. Dyslexia, often in addition to reading problems, including a glaring problem with gaining proficiency in writing and spelling, manifests itself in varying difficulties with different language forms. (Orton Dyslexia Association, 1994)

(British Dyslexia Association, 1995).

“Published a definition of dyslexia that also reflects the neurological basis of dyslexia..

“Dyslexia, a complex neurological condition with a structural origin. Symptoms can affect many areas of learning and functioning, and reading, It can be described as a particular difficulty in spelling and written language.”

(British Dyslexia Association, 1995).

biology of dyslexia, brain anatomy, investigated in a number of studies confirming a difference in the organization and functioning of. Encephalographic recording of the electrical activity of the brain, as well as the latest neuroimaging techniques, and even post-mortem examination, all reveal a range of functional and structural brain abnormalities in persons with dyslexia.

Dyslexia is a legal “disability” although it is considered, One “illness” is not and “incurable”. Really, The neurological differences found in dyslexia may provide advantages for some individuals (for example, in visual or perceptual skills), This means that some individuals with problems with basic skills such as reading and writing still have high levels of, may explain, to some extent, the obvious paradox of being gifted and emotional in other areas..

COGNITIVE CHARACTERISTICS OF DYSLEXIA

Dyslexia is a variable condition and not all people with dyslexia present the same difficulties or characteristics.. With this, The following features are commonly noted in connection with dyslexia.

1. Inadequate phonological processing abilities that affect the acquisition of phonic skills in reading and spelling, therefore, unusual words are often misread, which can affect comprehension. Not only has it been clearly demonstrated that most children with dyslexia have phonological processing difficulties., at the same time, recent studies have shown that it occurs in many adults with dyslexia..
2. Speech, can affect many aspects of reading and writing, a marked deficiency in the working or short-term memory system. These difficulties, letter-sound connotations (which will affect the acquisition of phonic skills) problems in protection, errors in mental dictionary access processes (using wrong words or 'dictionary access errors'¹ will cause reading) and/or delays in accessing the mental dictionary (this, will tend to slow down the speed of reading and writing). Memory problems also fail to keep the meaning of the text in mind. (especially when reading fast), inability to effectively organize facts learned in exams, can cause problems with discrete written work or omission of words and phrases in written exams as the individual loses track of them.
3. Challenges with automating skills. It has been found that dyslexics do not tend to automate skills very well, and as a result, non-dyslexic individuals often have to exert a high degree of mental effort when performing skillful tasks that they think require little effort.. This, especially if the skill is more than a few sub-skills (for example reading, don't write, driving a car) applies when. In the classroom, this, the dyslexic child has both mechanics (spelling, grammar, punctuation) It may also mean that he cannot concentrate on the content of the written work.. It is possible for dyslexic individuals to have difficulty in understanding and listening to the teacher while taking notes..
4. Generally, however, problems with visual processing that can affect reading, especially when dealing with large amounts of text. Problems, may include binocular instability and sensitivity to visual disturbance. visual disturbance, general term for the effects of hypersensitivity to the irritating effect of strong visual contrast or rapid flicker (eagle. some computer monitors, where parallel lines of text create a black-and-white grid appearance, or the conscious or unconsciously perceived flicker of fluorescent light). Illusions of motion and color may be detected, or text may appear unstable or unclear. Reading for any length of time can cause headaches and eyestrain and can therefore only be done at short intervals, this can disrupt the understanding process. In some medical conditions (eg epilepsy and migraine) sensitivity to visual disturbance is often greater than in cases of dyslexia. This syndrome is also known by other names., e.g. 'Irlen Syndrome', ‘Skotopic Sensitivity Syndrome’ (a wrong name), ‘Pattern Glare’. Although there seems to be a statistical relationship between dyslexia and visual disturbance,, Not all persons with dyslexia are highly susceptible to visual disturbance, and not all persons suffering from visual disturbance will necessarily exhibit the typical dyslexia features outlined above..

Using colored overlays or filters (for example, using acetate sheets or colored lenses), may be useful in alleviating the symptoms of visual disturbance in the vast majority of cases.

MAIN EDUCATIONAL EFFECTS OF DYSLEXIA

Reading and perceptual difficulties:

These may include:

• Early difficulties in acquiring voice skills
• High rate of errors in oral reading
• Difficulty in inferring meaning from written material without substantial re-reading
• slow reading speed
• Incorrect reading, skipping words
• Frequent loss of space while reading
• Inability to review or revise material read
• High degree of distraction while reading
• Perceived distortion of text (words may appear to fly off the page or flow together)
• Visually disturbing glare from white paper or whiteboards.

Writing problems

These may include:

• A stubborn spelling problem
• Confusion of small words, such as skipping words, especially when the author is under pressure
• Strange handwriting and/or slow typing speed,
• An unexpected difference between oral and written expression, verbal contributions are typically structured, much higher quality than the written expressions of the same subject in terms of self-expression and correct use of words..

OTHER CHALLENGES

Other important factors in dyslexia include::

• Early speech and language problems. Many dyslexic children, especially 3 ila 7 between the ages of, Generally

received speech therapy for phonological difficulties.

. glue ear (Otitis media) It is common in children with dyslexia and often affects the acquisition of auditory discrimination skills., This affects the development of phonetics in reading..

• immune system disorders (eagle. asthma, eczema) high incidence.

children with dyslexia. The reason for this is currently not understood.

• verbal skills. Although many dyslexic children are quite outspoken, others in conversation

They show a lack of logical structure in writing as well as in writing.. verbal skills, may be more endangered by word-finding difficulties or mispronunciation and spooning. delay in generating a response, may actually be due to a slight delay between hearing what is being said and understanding it – an inefficiency in auditory processing possibly related to the working memory system.

• numeracy. Dyslexia in about 60% of cases, affects arithmetic skills. This, in the calculation or

unexpected errors in copying numbers, inability to remember calculation procedures, may be in the form of difficulties remembering the multiplication tables. Gifted dyslexic mathematicians and scientists are sometimes found to have unusually poor computational skills.

• Comorbidity with other developmental disorders, eg AD/HD or dyspraxia. General attention disorder

a number of features under the heading (i.e. attention deficit disorder with or without hyperactivity – ADD, AD/HD), can significantly overlap with dyslexia. A short attention span and/or high levels of distraction can undermine the entire educational process.. Associated features, inability to start when certain mental activities are encountered, as well as difficulty in switching from one type of activity to another. Additionally or alternatively, dyslexic problems can overlap with dyspraxia (sometimes 'clumsy child syndrome'¹ or ‘developmental coordination disorder’ is called).

• Social and emotional factors. High levels of anxiety and stress, identified as the most determinant behavioral correlates of dyslexia; these will affect performance.

Some dyslexic people, a 'panic' when they find themselves in situations they cannot cope with.’ they experience the reaction. The cumulative effect of fatigue, which requires an additional effort at every education level, should not be underestimated..

• Organization. Irregularity, a weak sense of the clock (often associated with underlying memory problems) and/or insufficient awareness of the area (often associated with dyspraxia), tends to make effective time management very difficult for many people with dyslexia.

Secondary effects of dyslexia. Although significant discrepancies between obvious ability and unexpectedly poor academic performance, should warn teachers of its existence.

Dyslexia at an early age, may go unnoticed for several years. Low achievement in literacy despite normal education and satisfactory verbal and intellectual skills, can continue throughout childhood. This, loss of confidence, leads to secondary effects of dyslexia such as low self-esteem and frustration. older students, years of humiliation and constant 'appearance' in the classroom.’ realizes that his fear is hurting.

• compensatory strategies. Due to the development of compensatory strategies, until adulthood

literacy skills of many dyslexic people, especially if the person is very bright, On the surface it may seem adequate. With this, when the individual is faced with more challenging tasks than they have experienced before (For example, when you go to college) these strategies are likely to crash. This, ‘dyslexia insurance effect’ has been named: well, dyslexia 'insurance' as a function of the educational and/or information processing burden placed on’ to throw (Martin Turner).

IDENTIFICATION OF CHILDREN WITH DYSLEXIA

traditional approach: Traditional methods for diagnosing dyslexia in a child with poor literacy development, son 30 remained largely unchanged over the years.. Basically, these include determining the following:

• Child's reading and/or spelling age, significantly behind his chronological age.

(Generally 2 or more years behind).

• The child's intelligence is not far below average.
• Social distancing of reading, there is no emotional or educational reason.
• Any visual impairment of the child, hearing loss, no obvious brain damage or serious general health problems.
• Child, some 'positive symptoms' of the disorder, such as phonological difficulties or memory problems’ shows.

The first three of these points, form the inconsistency criterion and the exclusion criterion.. These together, implies that dyslexia can only be identified when there is a significant discrepancy between intelligence and achievement and all other potential causes of reading difficulties have been excluded.. Unfortunately, this, unaware, dyslexia is essentially bright, had the effect of making it a condition seen in middle-class children, which, over the years has led to a professional underestimation of the situation. At the same time, between intelligence and success’ causes diagnosis to be delayed until a discrepancy is demonstrated. In some areas, sourcing policy, educators and psychologists, until the child falls below an arbitrary threshold. (for example, until two years behind the expected literacy skill level) may force them to ignore the child's problem. Despite the fact that the child is clearly lagging behind, remediation is not recommended until a predetermined threshold is exceeded and parents, clarification that their child's difficulties are not serious enough for help at the moment.

 

SECOND PART

DYSLEXIA: WHAT IS AND WHY IS IT?

The official definition of dyslexia is: Dyslexia, is a specific learning disability of neurological origin. Characterized by difficulties with accurate and/or fluent word recognition and poor spelling and decoding skills. These difficulties are typically, results from a deficiency in the phonological component of language, often unexpectedly in relation to other cognitive abilities and the provision of effective classroom instruction. These difficulties in the phonological component, may include problems with reading comprehension and reduced reading experience, which can hinder the growth of vocabulary and background knowledge.

 

BUT WHAT EXACTLY MEANS?

Dyslexia, is a language-based learning disability. Dyslexia, in certain language skills of people, refers to a set of symptoms that result in difficulty in reading, particularly.

Dyslexic students often spell, have difficulties with other language skills, such as writing and pronouncing words. Dyslexia, affects individuals throughout their lives; however, The effect can change at different stages in a person's life.. Dyslexia, as it can make it very difficult for a student to succeed academically in the typical teaching environment and in its more severe forms, special education a student, termed learning disability because it qualifies for special accommodation and/or extra support.

 

WHAT ARE THE CAUSES OF DYSLEXIA??

The exact causes of dyslexia are still not entirely clear., but anatomical and brain imagery studies, shows differences in the way the brain of a person with dyslexia develops and functions. Moreover, most people with dyslexia, identify individual speech sounds in a word and/or learn how letters represent these sounds, found to be an important factor in reading difficulties. Dyslexia, not caused by a lack of intelligence or a desire to learn; With appropriate teaching methods, dyslexic students can learn successfully.. Dyslexia, It occurs in people of all backgrounds and intellectual levels.. People with dyslexia can be very bright. Art, computer Science, design, drama, electronic, mathematics, mechanical, music, physics, they are often skilled or even skilled in areas such as sales and sports. In addition, dyslexia runs in families; having a parent or sibling with dyslexia, increases your chances of dyslexia. For some people, their dyslexia is determined early in life., but for others their dyslexia is not defined until they are old.

 

WHAT ARE THE EFFECTS OF DYSLEXIA??

The effect of dyslexia is different for each person and depends on the severity of the disease.. Status of instruction or improvement for individuals, timeliness and effectiveness, core challenge word recognition and fluent reading, includes spelling and writing.

Dyslexia, especially with excellent training manages to learn early reading and spelling tasks, grammar for it, need to understand textbook materials and write essays. But then they have their most debilitating problems when they have more complex language skills.

people with dyslexia, they may have problems with spoken language even after speaking, they should be exposed to excellent language models and high-quality language teaching in their homes and schools. They may have trouble expressing themselves clearly or understanding exactly what is what, means when others are talking. Such language problems are often difficult to recognize, but they are at school, can cause major problems at work and in relationships with other people. The effects of dyslexia reach far beyond the classroom.

WHAT WRONG THINGS ARE ABOUT DYSLEXIA?

It is equally important to understand what dyslexia is not.. There are major misconceptions and myths about dyslexia that make it much more difficult for someone with dyslexia to seek help and be generally understood..

Individuals with dyslexia “read backwards” is a legend. Their spelling may appear quite sometimes not because they read or see the words backwards, students have difficulty remembering letter symbols for sounds and letter patterns in words, dyslexia is not a disease and therefore there is no cure. Correct diagnosis, from hard work and family with proper and timely training, from teachers, from friends and others, support from individuals with dyslexia can be successful in school and later as an adult. Individuals with dyslexia do not have a lower level, intelligence. Actually, often the opposite is true.

SYMPTOMS OF DYSLEXIA

It is very important to recognize the signs of dyslexia symptoms.. How early a child is assessed, the sooner he can get the appropriate education and accommodation, must be successful in school.

Common problems experienced by people with dyslexia include::

• learning to speak
• Learning letters and their sounds
• Organizing written and spoken language
• memorizing numbers
• Read fast enough to understand
• Tracking and understanding longer reading assignments
• Spelling
• learning a foreign language
• Doing math correctly

Some special markings for primary-aged children may include::

• 20Counting to, difficulty remembering simple sequences such as naming days of the week or reading the alphabet,
• Difficulty understanding the rhymes of words, such as knowing that fat rhymes with cat
• Words that start with the same sound (for example, that bird, baby) difficulty recognizing and everything big starts with a b)
• pronunciation difficulties
• Difficulty clap easily to the rhythm of a song
• Difficulty finding words (instead of specific words to name objects “material” ve “that thing” often uses words like)
• Difficulty remembering the names of places and people
• Difficulty remembering verbal instructions It is important to note that not all students who have difficulty with these skills have dyslexia.

Read, formal testing of language and writing skills, is the only way to confirm a suspected diagnosis of dyslexia. An individual may have more than one learning or behavioral disability. For example, in various studies, those diagnosed with a learning or reading disability %30 as many as have been diagnosed with ADHD at the same time. Although obstacles may arise together, one is not the cause of the other.

 

SOCIAL AND EMOTIONAL CONNECTION

Samuel T. Orton, MD, was one of the first researchers to describe the emotional aspects of dyslexia. According to his research, Most preschoolers who are later diagnosed with dyslexia are happy and harmonious. Emotional problems begin to develop when early reading education does not match learning needs. Over the years, Frustration rises as classmates outpace student with dyslexia in reading skills.

STRESS AND ANXIETY

Jerome J. Schultz'un “The Dyslexia-Stress-Anxiety Link, Implications for Academic Performance and Social Interactions” informative IDA fact sheet entitled, A must-read for anyone seeking guidance in understanding the relationship between dyslexia and emotional and social difficulties.. Dr. Schultz, Stress model DE-STRESS, explains in a step-by-step guide to addressing anxiety and dyslexia.

Where we have little or no control (for example, a car leaving the road, stumbling on the stairs, reading in public) stress and anxiety increase. All people, young and old, may experience extreme stress and show signs of anxiety., but children with dyslexia, adolescents and adults are particularly vulnerable. This is because, Many people do not fully understand the nature of their learning disability and as a result tend to blame themselves for their own difficulties.. Years of self-doubt and self-blame, can erode a person's self-esteem, this is their school, may be less able to tolerate the challenges of work or social interactions and make them more stressed and anxious.

Many people with dyslexia, despite countless hours spent in specialized programs or working with experts, experienced years of disappointment and limited success. Their progression can be painfully slow and frustrating, which makes them emotionally fragile and vulnerable. Some, succeed without proper support or training(or be superior) subjected to excessive pressure. Others are constantly with their siblings., embarrassing them by being compared to their classmates or coworkers, making it cautious and defensive.

individuals with dyslexia, being with others, they may have learned that it puts them at risk for making public mistakes and the inevitable negative repercussions that may ensue.. In that case, many people with dyslexia become withdrawn, it makes sense for him to make friends with younger people or experience social isolation. (Schultz, 2013, s. 2)

 

KENDİ İMAJI

Dyslexia, can also affect a person's self-image. Students with dyslexia often find themselves “stupid” and they feel less capable than they really are. After experiencing a lot of stress due to academic problems, a student may become discouraged from attending school.

If children are successful in school, they will develop positive feelings about themselves and believe that they can be successful in life.. If children encounter failure and disappointment, they learn that they are inferior to others and that their efforts make little difference. Instead of feeling strong and productive, learn that their environment controls them. They feel powerless and inadequate. Researchers, when typical learners succeed, learn that they rely on their own efforts for their success. when they fail, they tell themselves to try harder. With this, when students with dyslexia succeed, likely to attribute their success to luck. when they fail, they see themselves as stupid.

Studies have also shown that these feelings of inferiority 10 shows that he has developed up to age. After this age it becomes extremely difficult to help the child develop a positive self-image. This, is a strong argument for early intervention.

 

DEPRESSION

Depression is a common complication of dyslexia.. Depressed children and adolescents often have different symptoms than depressed adults. The depressed child is unlikely to be lethargic or talk about feeling sad. Instead, they may become more active or misbehave to cover up their painful feelings.. In case of masked depression, the child may not appear clearly unhappy. With this, both children and adults who are depressed, tends to have three similar characteristics:

• negative thoughts about themselves, i.e. they tend to have a negative self-image.
• They tend to view the world negatively. They are less likely to enjoy the positive things tied to their experiences in life. This makes it harder for them to have fun..
• Most depressed teens, has great difficulty imagining anything positive about the future. Depressed child with dyslexia, not only do they suffer greatly in their current experience, also predicts a continuing life of failure.

HOW CAN YOU HELP SO??

children, They are more successful when early in their life someone is extremely supportive and encouraging and they find a space where they can succeed.. Teachers, can create an amazing support system by doing the following:

• Listening to children's feelings. Anxiety, anger and depression, can be everyday companions for children with dyslexia. However, language problems often make it difficult for them to express their feelings. Because, adults should help them learn to talk about their feelings.
• Only “product” not, rewarding effort. For dyslexic students, grades should matter less than progress.
• When you encounter unacceptable behavior, do not unintentionally discourage a child with dyslexia. 'Lazy” or “uncorrectable” words like can seriously damage a child's self-image.
• Helping students set realistic goals for themselves. Many students with dyslexia set goals that are perfectionist and unattainable.. By helping the child set an attainable goal, teachers can change the cycle of failure.

Michael Ryan, International Dyslexia Association (IDA) “Social and Emotional Issues Related to Dyslexia” The factsheet reminds us that: More importantly, the child needs to recognize and rejoice in his achievements. To do this, must be successful in some areas of life. In some cases, strengths are clear and self-esteem, athletics, rescued by skill in art or mechanics.

With this, The strengths of someone with dyslexia are often more subtle and less pronounced. (Ryan, 2004, s.5). First of all, of school staff, constant communication between parents and external experts working with the child with dyslexia, important to provide needed support, so that he can be a happy and successful student and finally, they can be a happy and successful adult.

 

CLASS STRATEGIES, TIPS AND TOOLS

Schools, can apply academic adjustments and changes to help dyslexic students succeed. Cfneg’in, completing tasks for a student with dyslexia, extra time can be given to help with grades and appropriately modified work assignments, teachers can give taped tests or allow students with dyslexia to use alternative assessment methods. Students, can benefit from listening to books on tape and using text-reading and word-processing computer programs. Difficult to teach students with dyslexia in different settings. Both general education and special education teachers, seeks arrangements that encourage the learning and management of a heterogeneous class of students. It is important to identify reasonable adjustments that may be required of teachers in all classroom settings.. The following regulations, Provides a framework for helping students with learning problems in general education and special education classrooms. materials, are organized according to accommodations that include interactive instruction and student performance.

WORKING WITH MATERIAL

Students spend most of the school day interacting with materials. Most teaching materials, gives teachers little activity or instruction to teach a large class of students who learn at different rates and in a variety of ways. this section, provides material stays that enhance the learning of a variety of students. Often, assistant professionals, volunteers and students can help develop and implement various regulations.

Material accommodation includes the following:

• Clarify or simplify written instructions. Some instructions are written in paragraph form and contain many units of information.. These can be very challenging for some students. Teacher, can help by underlining or highlighting important parts of the instructions. Rewriting instructions is often

It helps.

• Submit a small amount of work. Teacher, can scrape pages from workbooks and materials to present small assignments to students who are worried about the amount of work to be done. This technique, students' workbook, prevents them from reviewing the entire text or material and being discouraged by the amount of work.
• Block foreign stimuli. A student is easily distracted by visual stimuli on a complete worksheet or sheet, a blank sheet of paper can be used. Moreover, line marks can be used to aid reading and windows can be used to display individual math problems. In addition, using larger font sizes and increasing spacing, can help separate partitions.
• Highlight the basics. If an adolescent is able to read a normal textbook but has difficulty finding necessary information, teacher can mark this information with a highlight pen.
• Use a placeholder in the consumable. In the consumables that the students progress in order (like workbooks), student can cut diagonally in the bottom right corner of the pages when the pages are complete. When all completed pages are cut, student and teacher can easily find the next page that needs to be corrected or completed.
• Provide additional practice activities. Some materials, Does not provide adequate practice activities for students with learning disabilities to master selected skills. Teachers should then supplement the material with practice activities. Provided practice exercises, educational games, peer teaching activities, self correcting materials, includes computer software programs and supplemental worksheets.
• Provide a dictionary of content areas. Students often use a content glossary of related terms.
• Develop reading guides. a reading guide, helps the reader understand the main ideas and decipher numerous details about the main ideas. A reading guide paragraph by paragraph, can be developed page by page or section by section.
• use a voice recorder. directions, stories and tutoring can be recorded. Student, can replay the tape to clarify understanding of directions or concepts. Also, to improve reading skills, the student can read the printed words silently as they are presented on the tape.
• Use of assistive technology. tablets, electronic readers/dictionaries/writers, text-to-speech programs, Assistive technology products such as audiobooks and more can be very useful tools..

 

APPLICATIONS INCLUDING INTERACTIVE EDUCATION

The task of attracting students' attention and keeping them busy for a while, requires many teaching and management skills. Teaching and interactions, provide successful learning experiences for every student. Here are some adjustments to develop successful interactive teaching activities::

• Use open learning procedures. Many commercial materials, does not direct teachers to use open education procedures; because, the teacher often has to adapt a material to include these procedures. Teachers can include open learning steps in their lessons (for example, Offer an advanced organizer, show the skill, provide guided practice, give corrective feedback, practice independently, monitor and review the application).
• Repeat instructions. Students who have trouble following directions are often helped by asking them to repeat the directions in their own words.. Student can repeat instructions to a peer when teacher is not available. If the instructions include several steps, divide instructions into subsets. Simplify instructions by presenting only one chapter at a time and writing and verbalizing each chapter on the chalkboard. When using written instructions, make sure students can read and understand words and also understand the meaning of sentences.
• maintain daily routines. Many students with learning problems, daily routines for knowing what to expect and doing.
• Provide a copy of lecture notes. For those who have difficulty taking notes during presentations, the teacher can give a copy of the lecture notes..
• Provide students with a graphic organizer. An outline for students to fill out during presentations, may be given a blank page on a chart or screen. This, helps students listen to basic information and see the relationships between concepts and information.
• Use step-by-step instruction. New or difficult information can be presented in small successive steps. This, helps students with limited prior knowledge who need explicit or partial full instruction.
• Provide verbal and visual information at the same time. Learning can be facilitated when verbal information is provided at the same time as visual representations..
• Write important points or words on the chalkboard/board. before a presentation, teacher can write new words and key points on the chalkboard/board.
• Use balanced presentations and events. Efforts should be made to balance oral presentations with visual information and participatory activities.. Also large groups, there must be a balance between small group and individual activities.
• Use mnemonic instruction. Remind devices can be used to help students remember key information or steps in a learning strategy.
• Highlight daily review. Daily review of previous learning or lessons can help students, combine new information with previous information.

STRATEGIES INCLUDE STUDENT PERFORMANCE

Students' ability to respond in different modes varies significantly. Cfneg’in, students differ in their oral presentation abilities; participate in discussions; write letters and numbers; write a paragraph; draw objects; spell out; working in noisy or messy environments; and read fast, write or speak. Moreover, students differ in their ability to process information presented in visual or auditory formats. The following arrangement, which includes greeting and expression style, can be used to improve student performance.:

• Change the answer mode. fine motor responses (like handwriting) response mode for students with difficulties, underline, choosing from multiple options, can be changed to sort or markup. Students with fine motor problems, they can be given extra space to write answers to worksheets or be allowed to respond on individual chalkboards/boards.
• Outline the lesson. a sketch, allows some students to successfully follow the course and get appropriate grades. Moreover, an outline helps students see the layout of the material and ask timely questions.
• Encourage the use of graphic organizers. A graphic editor, involves arranging the material in a visual format. To develop a graphics editor, the student can list the topic in the first line, can collect information and divide it into main topics, can list all information about major topics on index cards, can organize information by main fields, can place information under appropriate subheadings and convert information into organizer format.
• Place students near the teacher. Students with attention problems, close to the chalkboard/blackboard or work area and from distracting noises, may sit away from materials or objects.
• Encourage the use of homework books or calendars, students, save homework deadlines, list school-related activities, can use calendars to record test dates and schedule timelines for schoolwork, students, must set aside a special section in a homework notebook or calendar to record their homework.
• Have students flip the lined papers vertically for math. Ruled paper, can be rotated vertically to help students keep numbers in appropriate columns when calculating math problems.
• Use hints to highlight important items. Asterisks or bullets, can point out questions or activities that are very important in the assessment. This, helps students spend time properly during tests or assignments.
• Design hierarchical worksheets, teacher, can design worksheets where problems are ordered from easiest to hardest. early success, helps students get started.
• Allow the use of teaching tools. Students may be given strips of letters and numbers to help them write correctly. number lines, counters, calculators and other assistive technologies, can help students calculate mathematical operations after they understand them.
• View work examples. Examples of completed assignments can be viewed to assist

students recognize expectations and plan accordingly.

• Use peer-mediated learning. Teacher, review your notes, study for a test, read aloud to each other, can match peers of different ability levels to write stories or conduct lab experiments. Moreover, a partner, can read math problems for students who have reading problems to solve.
• Use flexible working hours. Students who work slowly can be given additional time, complete written assignments.
• Provide additional application. Students, need varying amounts of practice to master skills or content, many students with learning problems need additional practice to learn fluency.
• Use assignment substitutions or adjustments, allow students to complete their projects instead of oral reports and vice versa. Moreover, tests can be given orally or in writing.

MULTI-SENSORY STRUCTURED LANGUAGE EDUCATION

Early diagnosis and treatment, key to helping dyslexic individuals succeed in school and life. Most people with dyslexia, multi-sensory, a teacher specially trained in using a structured language approach, needs help from a tutor or therapist. These individuals sense several senses at the same time. (hearing, seeing, Do not touch, don't move) It is important to teach in a systematic and clear method that includes. Many individuals with dyslexia, Needs one-on-one help to progress at their own pace. In addition, students with dyslexia, to develop automatic word recognition skills, often with lots of structured applications and instant, they need corrective feedback. For students with dyslexia, it is helpful for outside academic therapists to work closely with classroom teachers.

WHAT IS MULTI-SENSORY STRUCTURED LANGUAGE TEACHING??

Effective teaching for dyslexic students is clear, directly, cumulative, intense and focused on the structure of the language. This, is the idea of ​​structured language teaching. Multi-sensory learning, visual aids to improve memory and written language learning, auditory and kinesthetic- involves the simultaneous use of tactile pathways. Visual while learning to read and spell (the language we see), auditory (the language we hear) and kinesthetic-tactile (language symbols we feel) connections are constantly established between paths.

International Dyslexia Association (IDA) former President Margaret Byrd Rawson said it very well:

dyslexic students, they need a different language learning approach than most classrooms. To them, the basic elements of their language—the sounds and letters that represent them—and how to put them together and separate them., must be taught slowly and thoroughly. Hands writing for conscious organization and permanence of learning, your eyes, they need a lot of practice in getting their ears and their voices working together.”

Teachers using this approach, Students can make speech sounds in words by looking in the mirror or exaggerating mouth movements while speaking. (fonemler) helps to detect. Students make speech sounds by saying sounds for the letters they see or by writing letters for the sounds they hear. (fonemler) learn to connect to letters or letter patterns. Students create a new letter or pattern. (like s or th) as you learn, they can repeat five to seven words dictated by the teacher that contain the sound of the new letter or phrase; students discover the sound that is the same in all words. Later, they can look at words written on a piece of paper or chalkboard and discover a new letter or pattern. Finally, carefully follows the letters while saying the corresponding sound, copies and authors. The sound can be dictated by the teacher and the letter given by the student is the name.(lar)i can. Students can then use these patterns to improve their reading fluency., reads and syllables phrases and sentences, teachers and students, “whole word memory method”, “tracking method” or alone “rather than focusing on the "phonetic method", rely on all three ways to learn.

The principle of combining movement with speaking and reading, applied at other levels of language learning, students can learn hand gestures to help them memorize the definition of a noun. Students, can manipulate word cards to form sentences or physically categorize words in sentences. They can move sentences around to create paragraphs. Elements of a story, three dimensional, can be taught with reference to a tactile aid. in total, he, body and/or movement, used to support the understanding or production of language.

Is there solid evidence that multi-sensory instruction is effective for students with dyslexia??

Most National Institutes of Child Health and Human Development (NICHD) current research supported by, all students, especially clear for those with dyslexia, demonstrated the value of structured language teaching.

Running programs differ in their techniques but have many common principles. Multi-sensory principle highly valued by experienced clinicians, control of reading instruction, not yet isolated in comparative studies, but most programs that work, so much for learning symbols- includes sensory application.

SCANNING, EVALUATION AND DIAGNOSIS

Early identification and intervention of students showing warning signs of dyslexia, researchers found it was critically important for better outcomes later on. Some tests may increase later reading difficulties., can identify specific skill weaknesses that enable diagnosis and recovery. For most children, per day at the kindergarten and first grade levels. 30-45 problems can be solved with programs that take minutes. before second grade, it is more important to focus on an assessment of the antecedents of reading development. language skills, phonological awareness, memory and fast naming metrics, are at risk for dyslexia among young children, word reading, more suggestive than decoding and spelling metrics. Because, phonological awareness, memory and quick naming measures are typically included in Kindergarten and first grade screening tests that can identify children who need targeted intervention to develop these critical skills and ensure that these children meet grade-level criteria.

 

HOW DYSLEXIA IS DIAGNOSED?

A comprehensive assessment typically includes a test of intellectual and academic achievement, as well as an assessment of critical core language skills closely linked to dyslexia.. These, buyer (listening) and expressive language skills, includes phonological skills, including phonetic awareness, as well as a student's ability to name letters and names quickly. A student's ability to read individual word lists as well as words in context should also be assessed.. If a profile characteristic of dyslexic readers emerges, an individualized intervention plan should be developed, which should include appropriate adjustments such as long duration. Test, can be done by trained school or outside experts.

WHY EVALUATION IS IMPORTANT?

Evaluation, is the process of gathering information to identify factors that contribute to a student's difficulty in learning to read and spell. firstly, information is gathered from parents and teachers to understand the educational opportunities that are being developed. Next, a provisional roadmap for testing and intervention is given to identify the strengths and weaknesses that lead to a diagnosis. Results and recommendations are developed and reported.

 

WHEN TO EVALUATE THE CHILD?

Possible reading problems in young children, it is possible to detect problems before they turn into read failures. For reading difficulties “at risk” Scans should be used with all children in school, starting in kindergarten, to locate students with. Even if dyslexia is suspected, preventive intervention should begin immediately. How the child will respond to additional education, will help determine whether special education services are justified and necessary..

REFERENCES

Frequently Asked Questions: Is there a cure for dyslexia? (n). 1 Retrieved from the IDAweb site in October 2013, www.interdvs.org.

Frequently Asked Questions: What are the symptoms of dyslexia? (n). 1 Retrieved from the IDA website in October 2013, www.interdys.org.

Frequently asked Questions: attention deficit disorder (ADD) and attention deficit hyperactive disorder (ADHD) a learningdifficulty? (n). 1 Retrieved from the IDA website in October 2013, www.interdys.org.

Mercer, C. (2004). Hosting students with dyslexia in all classroom settings.

Moats, L. and Dakin, K. (2008). Moats, L. and Dakin, K. (2008). Dyslexia basics, 1 -3.1 Retrieved from the IDA website in October 2013, www.interdys.org.___________________________________

Moats, L. and Dakin, K. (2008). Basic information about dyslexia and other reading problems.

Baltimore, MD: International Dyslexia Association.

Ryan, M. (2004). Social and emotional problems related to dyslexia, 1-5. 1 October taken,

2013, From the IDA website, www.interdvs.org.

School-age dyslexia scanner (2013, October) 1 Retrieved from the IDA website in October 2013, http:www.interdys.org.

Shultz, J. (2013). The dyslexia-stress-anxiety link, 1 -4. 1 Retrieved from the IDA website in October 2013, www.interdys.org.

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