How to Teach a Dyslexic Child

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Dyslexia is now a widely accepted condition that is prevalent in many classrooms. However, defining dyslexia is difficult as it can be described as a continuum. Although experts largely agree that dyslexia is identifiable as a developmental difficulty of language learning and cognition (Rose, 2009). Dyslexia can pose a host of difficulties for the child and can make daily activities and school life very challenging. The NCLD (2013) states children with dyslexia may have difficulties with ‘accurate and fluent spelling, accurate and fluent written expression, phonological awareness, memory, verbal processing speed and information processing.’ As teachers it is vital that we are aware of the underlying difficulties as the child’s consistent underachievement can appear on the surface as carelessness and lack of effort (Hodge, 2000). Dyslexia is not only about literacy, although weaknesses in literacy are often the most visible sign, it effects all areas of learning as the ability to read and write sufficiently permeates all areas of learning within the curriculum. ‘Dyslexia occurs across the range of intellectual abilities’ however, the difficulties posed by having dyslexia can affect a child’s ability to learn (Rose, 2009). Every child has the right to succeed and so the teacher must strive to provide the key for learning and implement effective interventions which develop the child’s literacy skills and help them reach their full potential (DCSF, 2007; DfES, 2004). ‘Much can be done through skilled teaching to lessen the impact of dyslexia on a child’s educational progress and provide them with effective coping strategies’ (Rose, 2009). As a teacher, getting to know the child is of vital and outmost importance. Through close obser... ... middle of paper ... ... To see but not to read: the magnocellular theory of dyslexia, Trends Neuroscience, 20, pp.147-152 Stein, J., Richardson, A. and Fowler, M. (2000) Monocular occlusion can improve binocular control and reading in dyslexics, Brain, 123, pp.164-170 Text Help (2008) Research Summary Supporting the Use of Read&Write/Read&Write GOLD, Technology for Learning Disabilities Project, available at http://www.texthelp.com/media/39345/US%20RWG%20Research%20Summary.pdf (accessed 30/12/13) Witton, C., Talcott, J., Hansen, P., Richardson, A., Griffiths, T., Rees, A., Stein, J. and Green, G. (1998) Sensitivity to dynamic auditory and visual stimuli predicts nonword reading ability in both dyslexic and normal readers, Current Biology, 8, pp.791-797 Wyse, D. and Goswami, U. (2008) Synthetic phonics and the teaching of reading, British Educational Research Journal, 34 (6), pp.691-710

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