Dyslexia and foreign language learning
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Dyslexia is a language-based learning difficulty that impacts reading and spelling abilities. It has various subtypes and symptoms like lack of confidence, poor organization, and confusing instructions. The document provides tips for teachers to help students with dyslexia, such as designating a quiet area, using visual aids, allowing extra time for tests, and positive reinforcement. Above all, it stresses that students with dyslexia are not stupid or lazy.
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This document discusses several learning disorders: Auditory Processing Disorder (APD), also known as Central Auditory Processing Disorder, which affects how the brain processes and understands auditory information; Dyscalculia, which involves difficulties with mathematical concepts and operations; Dysgraphia, which impacts written expression; Dyslexia, characterized by problems with reading; and Dyspraxia, a disorder involving motor control and coordination. For each, it outlines common signs and symptoms and provides strategies to help students who have these disorders.
Dyslexia presentation
Dyslexia is a neurological disorder that affects the areas of the brain responsible for language processing. Students with dyslexia often have difficulty with phonological awareness, rapid naming, and verbal memory. Effective intervention includes systematic, explicit instruction in phonemic awareness, sound-symbol relationships, sight word recognition, and fluency building. Teachers can provide scaffolds and supports like word banks, graphic organizers, assistive technology, and differentiated instruction to help dyslexic students access grade-level content. With proper identification and evidence-based intervention, dyslexia can be managed though it is a lifelong neurological difference.
Dyslexia
Dyslexia is a neurological difference that impacts cognitive skills like processing, rapid naming, sequencing, organization, working memory, and coordination. It causes difficulties with spelling, reading, and writing that are unexpected given a child's intelligence. Dyslexia is not due to low intelligence and not all poor readers have dyslexia. Signs of dyslexia include problems with phonological processing, working memory, rapid naming, and developing automaticity in reading, writing, and spelling. Teacher attitude is the most important environmental factor for success. Dyslexic children may experience low self-esteem particularly around age 11+.
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The document provides information about various types of learning disabilities including dyscalculia, dysgraphia, and dyspraxia. It defines each disability and describes their effects and common signs at different ages. For dyscalculia, it discusses difficulties with math concepts, symbols, and applications. For dysgraphia, it covers problems with handwriting, spelling, and written expression. Dyspraxia affects motor skill development and planning tasks. The document also offers strategies to help individuals with each disability, such as using alternative learning methods, graph paper, speech tools, breaking down tasks, and repeated practice.
Children with learning disabilities
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
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- Many children with epilepsy experience academic and behavioral problems related to their condition or treatment. Educational assessment is important to identify specific issues and provide appropriate support.
- Testing evaluates cognitive abilities, processing skills, academic achievement, language skills, memory, and other areas that may be affected. This helps determine appropriate educational interventions and services.
- Children with epilepsy often qualify for special education under categories like learning disability, developmental delay, or other health impairment if they meet eligibility criteria related to how their condition adversely impacts educational performance.
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This document discusses several learning disorders: Auditory Processing Disorder (APD), also known as Central Auditory Processing Disorder, which affects how the brain processes and understands auditory information; Dyscalculia, which involves difficulties with mathematical concepts and operations; Dysgraphia, which impacts written expression; Dyslexia, characterized by problems with reading; and Dyspraxia, a disorder involving motor control and coordination. For each, it outlines common signs and symptoms and provides strategies to help students who have these disorders.
Dyslexia presentation
Dyslexia is a neurological disorder that affects the areas of the brain responsible for language processing. Students with dyslexia often have difficulty with phonological awareness, rapid naming, and verbal memory. Effective intervention includes systematic, explicit instruction in phonemic awareness, sound-symbol relationships, sight word recognition, and fluency building. Teachers can provide scaffolds and supports like word banks, graphic organizers, assistive technology, and differentiated instruction to help dyslexic students access grade-level content. With proper identification and evidence-based intervention, dyslexia can be managed though it is a lifelong neurological difference.
Dyslexia
Dyslexia is a neurological difference that impacts cognitive skills like processing, rapid naming, sequencing, organization, working memory, and coordination. It causes difficulties with spelling, reading, and writing that are unexpected given a child's intelligence. Dyslexia is not due to low intelligence and not all poor readers have dyslexia. Signs of dyslexia include problems with phonological processing, working memory, rapid naming, and developing automaticity in reading, writing, and spelling. Teacher attitude is the most important environmental factor for success. Dyslexic children may experience low self-esteem particularly around age 11+.
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This document provides guidance on effective reading instruction strategies. It outlines DOs and DON'Ts for four phases of a reading lesson: 1) Planning - set clear learning objectives and share them with students; 2) Pre-lesson activity - introduce the topic before reading; 3) Using details - provide tasks to guide multiple readings and encourage guessing meaning from context; 4) Applying information - use the text as a stimulus for productive activities and help students recycle vocabulary. The overall message is that teachers should guide students' understanding through focused tasks, discourage over-reliance on translation, and promote independent comprehension strategies.
VAK Learning styles
This document discusses different learning styles and strategies for teaching each style. It identifies the three main learning styles as visual, auditory, and kinesthetic. For visual learners, strategies include using visuals, writing key points, and color cues. For auditory learners, strategies are answering questions orally, participating in discussions, and using audio recordings. Kinesthetic learners benefit from hands-on activities, movement breaks, and physically engaging with lessons. The document provides characteristics and additional teaching strategies for each of the three learning styles.
Learning Disabilities
The document provides information about various types of learning disabilities including dyscalculia, dysgraphia, and dyspraxia. It defines each disability and describes their effects and common signs at different ages. For dyscalculia, it discusses difficulties with math concepts, symbols, and applications. For dysgraphia, it covers problems with handwriting, spelling, and written expression. Dyspraxia affects motor skill development and planning tasks. The document also offers strategies to help individuals with each disability, such as using alternative learning methods, graph paper, speech tools, breaking down tasks, and repeated practice.
Children with learning disabilities
Learning is the act of acquiring new, or
modifying and reinforcing, existing
knowledge, behaviors, skills, values, or
preferences.
Disability is the consequence of an
impairment that may be physical,
cognitive, mental, sensory, emotional,
developmental, or some combination of
these.
Learning Disabilities are disorders of the
central nervous system which greatly impact
one or more areas of learning.
epilepsy assessment
- Many children with epilepsy experience academic and behavioral problems related to their condition or treatment. Educational assessment is important to identify specific issues and provide appropriate support.
- Testing evaluates cognitive abilities, processing skills, academic achievement, language skills, memory, and other areas that may be affected. This helps determine appropriate educational interventions and services.
- Children with epilepsy often qualify for special education under categories like learning disability, developmental delay, or other health impairment if they meet eligibility criteria related to how their condition adversely impacts educational performance.
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This document provides information about dyslexia, including:
- Dyslexia is a specific learning difficulty that affects how information is learned and processed neurologically. It can impact literacy skills and is often hereditary.
- The signs of dyslexia can be spotted in pre-school through difficulties with speech and in school through problems with reading, spelling, writing and sequencing.
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The document provides information about various learning disabilities including dyslexia, dyscalculia, and dysgraphia. It defines each disability and describes common signs and symptoms. For dyslexia, it notes difficulties with reading, writing, and spelling. For dyscalculia, it discusses challenges with math skills. For dysgraphia, it mentions problems with handwriting and writing mechanics. It also provides assessment strategies and accommodations teachers can use to support students with each disability.
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This document provides information about dyslexia, including:
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- The signs of dyslexia can be spotted in pre-school through difficulties with speech and in school through problems with reading, spelling, writing and sequencing.
- Strategies for supporting those with dyslexia include using multi-sensory teaching methods, providing structured guidance, recognizing words through whole-word learning techniques, and using assistive technology programs.
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The document discusses how current English language teaching trends help or hinder the language development of dyslexic learners. It begins by debunking common myths about learning disabilities. It then defines dyslexia from biological, cognitive, behavioral, and environmental perspectives according to research. The document identifies main areas of difficulty dyslexic students experience in English language learning and proposes an integrated approach with inclusive classroom management, material design, lesson planning, and assessment. It emphasizes that pedagogical inclusion benefits all students.
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The document presents a curriculum plan for a preschooler with dyslexia created by Sujana J. It aims to strengthen early literacy and organizational skills through multisensory activities that use both sides of the brain. The plan suggests activities to improve short-term memory, comprehension, oral language, and the ability to form mental images of words. The introduction provides background on identifying dyslexia in preschoolers and how their caregivers and teachers are well-positioned to recognize signs and provide helpful activities.
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The document provides information about various learning disabilities including dyslexia, dyscalculia, and dysgraphia. It defines each disability and describes common signs and symptoms. For dyslexia, it notes difficulties with reading, writing, and spelling. For dyscalculia, it discusses challenges with math skills. For dysgraphia, it mentions problems with handwriting and writing mechanics. It also provides assessment strategies and accommodations teachers can use to support students with each disability.
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The document discusses how to arrange a classroom to benefit students with disabilities. It describes arranging the classroom space to accommodate students with autism, ADHD, or Asperger's syndrome. Some recommendations include using visual schedules, defining personal spaces with tape outlines, providing fidget toys and seating disks to help students focus, and reducing auditory and visual distractions. The classroom setup suggestions are aimed at creating an organized and supportive learning environment for students with special needs.
Learning disability!!!
The Learning Disabilities Diagnostic Inventory (LDDI) is a diagnostic assessment tool used to identify learning disabilities in children ages 8-17. It consists of six scales that assess listening, speaking, reading, writing, mathematics, and reasoning abilities. Scores are given in stanines and percentiles to indicate the likelihood of processing disorders in these areas. The LDDI has high reliability and validity. It was designed to control for biases by including diverse participants in its norming sample and examining results across demographic groups. The LDDI provides a diagnostic profile that can be compared to known patterns associated with specific learning disabilities.
Bin 20.blogspot.com-week 4-lesson_planning
The document provides guidance for writing effective English lesson plans, outlining key considerations like setting objectives, choosing vocabulary, explaining activities clearly, and anticipating potential problems. It includes a sample lesson plan template and checklist of elements to include, such as materials, procedures, time estimates, and follow-up activities. The goal is to help teachers prepare lessons that engage students and incorporate review of prior learning.
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Presentation made by Rosie Burke (IH Sabadell) at
IH Barcelona's 2014 ELT Conference
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http://www.ihes.com/bcn/tt/conference.html
American Academy of Ophthalmology Statement on Dyslexia and Learning Disabili...
Learning disabilities affect 5-17.5% of the US population and are neurological disorders that impact how the brain processes information. Dyslexia is the most common learning disability, affecting 80% of those with learning disabilities. Dyslexia is characterized by difficulties with word recognition and comprehension and is caused by deficits in phonological processing and verbal memory rather than vision problems. Early screening by primary care physicians and treatment of any vision problems by ophthalmologists can support children with learning disabilities, but vision therapy has no proven effectiveness and is not recommended.
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A learning disability is a disorder that affects one or more of the basic psychological processes involved in understanding or using spoken or written language, doing mathematical calculations, or coordinating movements. Learning disabilities can have genetic or environmental causes occurring before, during, or after birth. Students with learning disabilities often have strengths in some areas and needs in others. Identifying and assessing learning disabilities can be challenging and depends on ruling out diversity or other primary causes. Traditional teaching strategies for students with learning disabilities include developmental, cognitive, and behavioral models in preschool through elementary school, with a focus on remediation of skills in elementary school and adapting lessons and teaching learning skills in secondary school. Classroom adaptations and addressing social-emotional problems are also important.
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Dyslexic language learners: are we truly catering for their needs?
Dyslexic language learners: are we truly catering for their needs?
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Pstti effective curriculum planning for a dyslexic pre schooler
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American Academy of Ophthalmology Statement on Dyslexia and Learning Disabili...
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Since I am specializing Special education and now I'm in my 3rd year, this might help some people in need of a guide and information about LD.
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This document discusses learning disabilities and what teachers can do to support students with various challenges. It defines specific learning disabilities as neurodevelopmental disorders involving discrepancies between ability and academic achievement. Early diagnosis typically occurs in grades 2-3. The document outlines characteristics and challenges for students with learning disabilities, speech/language disorders, other health impairments, and emotional disturbances. It provides strategies teachers can use to support students in each of these categories, such as breaking tasks into smaller steps, minimizing performance pressure, and providing structure and positive reinforcement.
Dyslexia.pptx
A PowerPoint presentation on the causes, treatment, classroom accommodations and assistive technologies for the learning disability Dyslexia
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The document provides instructional modifications for teachers to help second language learners. It suggests pre-teaching specialized vocabulary and having students keep personal glossaries. Teachers should use visual aids, hands-on activities, clear instructions with visuals, highlight key terms, simplify language, allow more time for responses and assignments, and provide dictionaries and tutoring support. When assessing students, tests should focus on content knowledge rather than language ability, use visuals, and allow more time to complete tests.
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Dyslexia is a learning disability characterized by difficulties with reading, writing, and spelling. Common characteristics include problems with learning letters and sounds, reading fluency, spelling, and memorizing math facts. The severity can vary and modifications like breaking tasks into steps, reducing writing, allowing oral testing, and using multisensory teaching methods can help students with dyslexia learn. It is not due to a lack of intelligence and with appropriate support, students with dyslexia can be successful learners.
Assistive Technology Webquest
This document provides guidance for teachers on supporting students with special needs through Individualized Education Programs (IEPs) and accommodations. It discusses qualifying disabilities for IEPs, common IEP terminology like inclusion and accommodations, examples of typical accommodations in areas like presentation, response, timing, setting and testing, assistive technologies, and other strategies teachers can use to help students succeed.
Slow learners
The document describes characteristics of slow learners and learning disabilities. Slow learners function below grade level, have poor social skills, struggle with multi-step tasks, live in the present, and learn slowly. Learning disabilities can affect language, sensory perception, executive functions, memory, reasoning, and spatial skills. The document provides tips for teaching slow learners such as emphasizing strengths, short lessons, hands-on work, and repetition.
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Dyslexia and foreign language learning
- 1. Dyslexia and Foreign Language Learning
- 2. What is dyslexia? Dyslexia is a language based learning difficulty that impacts on reading and spelling abilities in a child’s mother tongue.
- 5. Types of dyslexia Acquired dyslexia Caused by some brain damage Developmental dyslexia Has neurobiological etiology
- 7. Pupils with dyslexia can be: Lack self-confidence Have a poor self-image Fear new situations Confuse written and verbal instructions Be very disorganized Lack stamina Appear to avoid set work
- 8. Tips for Teachers to Help Students with Dyslexia Changes You Can Make in the Physical Environment Have an area of the room designated as a quiet area. Place analog and digital clocks on the wall, right next to each other. Set aside several areas of the board for daily information. Post high-frequency words and information that is used often around the room. Have children with dyslexia sit near the teacher.
- 9. Teaching Methods Use slower speech and simple sentences. Provide worksheets for organizing information for writing assignments. Do not require a student with dyslexia to read aloud in class. Integrate different ways for students to show their knowledge of a subject. Use multi-sensory lessons.
- 10. Assessments and Grading Allow students with dyslexia to use electronic helpers when completing class work or tests. Examples include an electronic dictionary, speller or thesaurus, computers and talking calculators. Do not take off points for spelling. If you mark spelling errors, do so separately and create a list of words frequently misspelled for students to refer to during writing assignments. Offer oral testing and extended time for formal assessments.
- 11. Working Individually with Students In the beginning of the school year, work closely with a student to assess their knowledge of phonics and set up a plan and specific practice sessions to help strengthen weak areas. Assess a student's strengths and weaknesses. Use teaching methods to help build on strengths. Children with dyslexia may have strong reasoning and problem-solving skills. Use these as building blocks. Praise a child's achievements, no matter how small. Use positive reinforcement programs, instituting rewards and consequences to help a child learn to cope with symptoms of dyslexia. Supply a schedule of the school day. For younger children include pictures.
- 13. ABOVE ALL, REMEMBER THAT STUDENTS WITH DYSLEXIA ARE NOT STUPID OR LAZY. P R E P A R E D B Y Y U L I I A Y E R E M E N K O Remember!