this essay describes the disorder of dyslexia and the measures of prevention

1. Students name
Instructors name
Course title
Date
Learning and Innovation Skills and Students Assessment
The period that is spent during learning is significant to the development of a child. As a teacher,
it is essential to support the development of learners who have the disorder of dyslexia.
However, it can be a challenging task. It is crucial to remember that the challenges experienced
by dyslexic learners are not due to a lack of willfulness or intelligence. Students undergoing this
disorder have differences in learning. Their minds cannot effectively hold information like the
non-dyslexic; this slows their knowledge and makes it difficult and impossible to process
information (Rappolt-Schlichtmann, Gabrielle, Alyssa Boucher et al., 869). This calls for
guidance from a tutor who is caring and use of fully equipped tested and tried strategies that will
help the dyslexic learners learn and become high-achievers.
One of the instructional strategies that can be used is multisensory learning, which helps the
learners with dyslexia engross and process information in a retainable manner and involvement
of senses like movement and touch alongside hearing and sight. Use of multisensory activities is
useful to the dyslexic learners and the rest of the learners in the classroom. Use of something
different together with the hand-on intensifies commitment and excites learners. Some of the
activities that can be used include, physical activities that help in practicing spelling, such as
jumping rope or hopscotch. Here the learners spell words as they jump the rope or as they jump
to every square. Learners work in groups of pairs and take turns in spelling and dictating terms.

2. Learners can also be involved in writing sentences using the tactile materials, for instance, pasta,
sand, beads and glitter glue.
Also, teachers can use assistive tools and technology. Learners with this disorder type words
according to how they think it is spelt, often phonetically and using the pocket spell checker
helps return the correctly-spelt match. This will help the kid strengthen their confidence in
spelling and writing and commit spelling correctly to their memory. Teachers can also use line
readers, highlighting and magnifying the portion of a text where it is placed (Benmarrakchi,
Fatimaezzahra, et al. 45). This will help the learner with this disorder move through the
worksheet or the book while keeping their places easier, especially words that are "swimming",
the sea surrounding will be less distracting.
Teachers need to ensure a beneficial arrangement in the class. Use of cloze procedure is a good
example where the learner who experiences this disorder is given a piece of the sheet which
contains the critical information that the teacher will be covering during the lesson and blank out
the vital words. The student will then take notes the same way as the other learners without the
stress of copying everything in the board before it is wiped off. This strategy helps the learners
commit and focus on important information (McBride and Catherine 32). They should also be
given enough time to complete their homework. For instance, if an assignment needs a day to
top, the teacher should provide the work on Friday to give the dyslexic learners three days over
the weekend to complete the task.
Assessment for students who have dyslexia disorder can be done using a summative method
where the teacher look at all the tests results to identify the specific challenges with reading. It
can also be done every day where the teacher gives learners a task of reading instruction daily
(Rappolt-Schlichtmann, Gabrielle, Alyssa Boucher et al., 870). Then the teacher monitors their

3. progress and determines whether the student is experiencing the dyslexia disorder. Due to their
reading challenge, the teachers can use taped tests to test these learners as an alternative way of
assessing them. These learners can benefit from books on a tape and use computer programs for
word processing and text reading.
In this redesign, have highlighted the right class arrangement, use of assistive tools and
technology, and multisensory activities as some of the strategies that can help teach learners with
dyslexia disorder. Application of these strategies will help the learners foster their memory and
processing of information. The greatest challenge I encountered in this redesign is developing the
assessment plans for the learners with this disorder. But coming up with taped tests and books
helped in solving out the problem.
Teaching learners with a learning disorder is a challenge. But with the help of the 21st-century
technology, it can help learners with a learning disability to turn their disabilities into strengths.
It is, therefore, essential that teachers use assistive technology to help these learners.

4. Works cited
Benmarrakchi, Fatimaezzahra, et al. "An innovative approach to involving students with learning
disabilities in intelligent learning systems." International Conference on Advanced
Intelligent Systems for Sustainable Development. Springer, Cham, 2018.
McBride, Catherine. Coping with dyslexia, dysgraphia and ADHD: A global perspective.
Routledge, 2019.
Rappolt-Schlichtmann, Gabrielle, Alyssa R. Boucher, and Miriam Evans. "From deficit
remediation to the capacity building: Learning to enable rather than disable students with
dyslexia." Language, speech, and hearing services in schools 49.4 (2018): 864-874.