Issue link: http://educator.cta.org/i/358877
Learning WHAT STEPS SHOULD TEACHERS TAKE IF THEY NOTICE THESE SIGNS? There are times when different variables can be adjusted within the classroom or additional instruction can be provided, and students re- spond ver y well. For some, however, difficulties persist. A good next step would be to discuss with parents and other teachers whether they share your concerns and are obser ving similar signs. Many schools have student support teams that are designed to assist teachers in addressing the needs of their struggling students. Spe- cial education teachers, speech-language therapists and school psychologists can offer insight and guidance. Ultimately, when a student exhibits enduring signs of dyslexia, a more formal, comprehensive evaluation is essential. This evaluation can not only identify the source of a student's difficulties, but also help teachers plan instruction and provide a road map for remediation. The critical role of classroom teachers cannot be overstated because early intervention (or lack of intervention) can have long-term consequences. WHAT ARE SOME TIPS FOR TEACHING STUDENTS WITH DYSLEXIA? Students with dyslexia benefit greatly from systematic, intensive, explicit instruction that is focused on the structure of English. Multi- sensory teaching that combines visual, auditory and kinesthetic-tactile learning approaches is generally considered to be the most effective way to support their memory and learning. Teachers of both younger and older students with dyslexia should assist them in developing a greater awareness of English speech sounds (phonemes) and the ways in which sounds are represented with letters (phonics). Help students understand the meaningful parts of words (mor- phemes), including prefixes, roots and suffixes. Students may also need support in understanding how words are combined to create sentences (syntax), how words carry meanings (semantics), and how word meanings are affected by social context (pragmatics). Many students with dyslexia will benefit from directions and assign- ments in both oral and written form. For larger projects, break down information into manageable steps. Provide lesson notes or outlines, graphic organizers, and devices like audio books or tablets. Plan lessons that engage students through multiple pathways such as combining lectures with the use of visuals or hands-on activities. Provide assignment options that allow students to demonstrate their knowledge and skills in a variety of ways. Some students may need extra time to complete their work or reduced homework. Finally, there should be frequent, individualized check-ins to provide clarifications and feedback, highlight key concepts, and review class- room material. WHAT ARE THE MOST COMMON MISCONCEPTIONS ABOUT DYSLEXIA? Perhaps the most important misconception is that the learning dif- ficulties are due to lack of intelligence or effort. Dyslexia is, in fact, neurological in origin and heritable, and its prevalence is estimated to range from 5 to 20 percent of school-aged children. Research has shown that there are real differences in how the brains of people with dyslexia develop and function compared with typical readers. Dyslexia also cannot be determined on the basis of a student's letter and word reversals, such as confusing the letters b and d or writing was instead of saw. Dyslexia is not caused by vision prob- lems and does not cause people to see things backward. People with dyslexia do, however, have language processing prob- lems, and their misspellings are typically the result of difficulties with identifying speech sounds (pat for past ), remember- ing orthographic representations (lit for light ), or representing morphological units (musishun for musician ). Dyslexia occurs in people of all back- grounds. It is not related to race, family income, or a student's ability to speak English, and while male students are more commonly diagnosed with reading disabil- ities in schools than females, studies indicate no actual differences in the prevalence of dyslexia in boys and girls. Although dyslexia is not something that can be cured or outgrown, students with dyslexia do learn to read and write with the help of knowledgeable teachers and effective intervention programs. More- over, people with dyslexia often are highly skilled in a wide range of disciplines and go on to lead very successful lives. HOW CAN I HELP A STUDENT WITH DYSLEXIA COPE WITH STRESS OR ANXIETY? The social and emotional implications of dyslexia are indeed sig- nificant. Along with stress and anxiety, students may experience depression, shame, poor self-image, and very low motivation to attend school. Teachers can ensure that these students are valued and successful in the classroom. Rather than focusing primarily on what students with dyslexia aren't able to do well, teachers can provide am- ple opportunities for their students' personal interests, strengths and experiences to be highlighted. Left: Dyslexia can't be determined based on a student's letter reversals, such as confusing the letters b and d or writing was instead of saw, says David Futterman, here helping Prasilla Nasrat. Below: A student counts phonemes in words. P H O T O G R A P H Y B Y S C O T T B U S C H M A N 39 V O L U M E 1 9 I S S U E 1