This document summarizes a presentation on differentiating dyslexia from second language learning difficulties. The presentation covered what dyslexia is, how it manifests across different languages and orthographies, the profiles of typical English language learners versus those with dyslexia, and teaching strategies for both groups. Key points included that dyslexia is a neurological disorder affecting reading and spelling, its symptoms vary depending on a language's depth of orthography, and differentiated instruction is important because the needs of ELLs and those with dyslexia differ. Teaching strategies for both included multisensory activities, vocabulary building, and one-on-one instruction.
Annie, a child in a summer program, has recently been diagnosed with dyslexia. She is struggling academically and has low self-esteem related to reading activities. Her Asian parents are upset by the diagnosis and do not believe Annie has dyslexia. The family needs support to understand dyslexia, help Annie develop reading skills, and improve her self-esteem. Strategies proposed to meet Annie's needs include using visual aids, one-on-one interaction, peer support, adaptive devices, role models, family education, and ensuring accommodations. Resources provided include assessment centers, therapy organizations, and informational websites about dyslexia support in Toronto.
Phonological Variations and Language Exposure as Correlates of Achievement in...Premier Publishers
The mispronunciation of English words with silent sounds is a common problem in ESL classrooms in Ibadan South-east Local Government Area. Although there have been several efforts within and outside the classroom to improve the quality of ESL learners’ pronunciation of silent sounds in English language, the problem still persists. Age, maturation, language environment, poor quality of instruction, exposure and other causative factors have been identified to be responsible for the problem of mispronunciation in ESL classroom. Therefore, this study determines the relationship between ESL students’ phonological variations, language exposureand their achievement in selected silent sounds. Three null hypotheses were generated, and the study adopted a descriptive research design of survey type with a population of 207 students in intact classes from four randomly selected schools. Two research instruments were used and the data were analyzed using regression statistics. Results show that phonological variations had no significant relationship with achievement in silent sounds, language exposure had no significant relation with students’ achievement in silent sounds and the two independent variables had no composite contribution to achievement in silent sounds. It was recommended that teachers should ensure that students are adequately exposed to native-like pronunciation in the target language.
Slideshare are these errors due to language influenceBilinguistics
Taking into account speech, language, and culture, we aim to provide educators with a solid framework and information about many languages to support their understanding of speech and language development in English Language Learners. We explore Spanish, Russian, Vietnamese, and other languages to help SLPs support English Language Learners.
Both linguistic and cultural knowledge are critical when working with families and children from different language backgrounds (Goldstein, 2012).
Our goal in exploring the most commonly spoken languages in the United States is to enhance our understanding of patterns common to English language learners with different native languages. Our framework for analyzing errors provides parents, teachers, and other educators with the process they need to determine whether language production errors are indicative of language impairment or are the result of the normal process of language acquisition with more than one language. It is a very simple framework—if sounds/structures exist in both languages, they should not be affected in second language production. If sounds/structures do not exist in both languages, we expect transfer of skills or features from one language to another.
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, vocabulary practice, grammar exercises, writing descriptions and sentences, and a final self-assessment. The overall goal is to help students learn and practice related vocabulary, grammar, pronunciation and language skills.
The document provides information and strategies for teachers to help English Language Learners (ELLs) with reading. It discusses who ELL students are, the challenges they face with English reading, and strategies teachers can use at the word, text, and whole-classroom level to support their reading development in English. These include utilizing students' native language skills, incorporating their cultures, using multicultural literature and videos, and providing multiple opportunities for oral language practice.
Dyslexia is a neurological learning disability characterized by difficulties with reading, writing, and spelling despite normal intelligence. It is caused by differences in how the brain processes written language and is often hereditary. People with dyslexia have strengths in areas like creative thinking, but weaknesses in language acquisition and phonological processing. Indicators in primary students include issues with time telling, behavior, processing speed, reading style, and comprehension. Famous people who had dyslexia include Walt Disney, Albert Einstein, and Leonardo Da Vinci. With proper support, dyslexia can be managed and not prevent success in life.
This document discusses research on vocabulary instruction for struggling students. It finds that both indirect instruction through wide reading and direct instruction of vocabulary words are important. Indirect instruction is less effective for struggling readers due to their inability to infer meanings from context. The document outlines different types of vocabulary words and strategies for effective instruction, including choosing words to teach, using dictionaries and word parts, and interactive activities to engage students. It also addresses the needs of English language learners.
The document discusses several key concepts related to teaching English Language Learners (ELLs), including:
1. It describes the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), noting that BICS develops quicker but CALP takes longer and is needed for academic success.
2. It outlines the typical stages of second language acquisition, from pre-production to advanced fluency, and examples of teacher prompts at each stage.
3. It discusses the benefits of various ELL instructional programs and notes that two-way bilingual education leads to the highest average performance for ELL students.
Annie, a child in a summer program, has recently been diagnosed with dyslexia. She is struggling academically and has low self-esteem related to reading activities. Her Asian parents are upset by the diagnosis and do not believe Annie has dyslexia. The family needs support to understand dyslexia, help Annie develop reading skills, and improve her self-esteem. Strategies proposed to meet Annie's needs include using visual aids, one-on-one interaction, peer support, adaptive devices, role models, family education, and ensuring accommodations. Resources provided include assessment centers, therapy organizations, and informational websites about dyslexia support in Toronto.
Phonological Variations and Language Exposure as Correlates of Achievement in...Premier Publishers
The mispronunciation of English words with silent sounds is a common problem in ESL classrooms in Ibadan South-east Local Government Area. Although there have been several efforts within and outside the classroom to improve the quality of ESL learners’ pronunciation of silent sounds in English language, the problem still persists. Age, maturation, language environment, poor quality of instruction, exposure and other causative factors have been identified to be responsible for the problem of mispronunciation in ESL classroom. Therefore, this study determines the relationship between ESL students’ phonological variations, language exposureand their achievement in selected silent sounds. Three null hypotheses were generated, and the study adopted a descriptive research design of survey type with a population of 207 students in intact classes from four randomly selected schools. Two research instruments were used and the data were analyzed using regression statistics. Results show that phonological variations had no significant relationship with achievement in silent sounds, language exposure had no significant relation with students’ achievement in silent sounds and the two independent variables had no composite contribution to achievement in silent sounds. It was recommended that teachers should ensure that students are adequately exposed to native-like pronunciation in the target language.
Slideshare are these errors due to language influenceBilinguistics
Taking into account speech, language, and culture, we aim to provide educators with a solid framework and information about many languages to support their understanding of speech and language development in English Language Learners. We explore Spanish, Russian, Vietnamese, and other languages to help SLPs support English Language Learners.
Both linguistic and cultural knowledge are critical when working with families and children from different language backgrounds (Goldstein, 2012).
Our goal in exploring the most commonly spoken languages in the United States is to enhance our understanding of patterns common to English language learners with different native languages. Our framework for analyzing errors provides parents, teachers, and other educators with the process they need to determine whether language production errors are indicative of language impairment or are the result of the normal process of language acquisition with more than one language. It is a very simple framework—if sounds/structures exist in both languages, they should not be affected in second language production. If sounds/structures do not exist in both languages, we expect transfer of skills or features from one language to another.
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, vocabulary practice, grammar exercises, writing descriptions and sentences, and a final self-assessment. The overall goal is to help students learn and practice related vocabulary, grammar, pronunciation and language skills.
The document provides information and strategies for teachers to help English Language Learners (ELLs) with reading. It discusses who ELL students are, the challenges they face with English reading, and strategies teachers can use at the word, text, and whole-classroom level to support their reading development in English. These include utilizing students' native language skills, incorporating their cultures, using multicultural literature and videos, and providing multiple opportunities for oral language practice.
Dyslexia is a neurological learning disability characterized by difficulties with reading, writing, and spelling despite normal intelligence. It is caused by differences in how the brain processes written language and is often hereditary. People with dyslexia have strengths in areas like creative thinking, but weaknesses in language acquisition and phonological processing. Indicators in primary students include issues with time telling, behavior, processing speed, reading style, and comprehension. Famous people who had dyslexia include Walt Disney, Albert Einstein, and Leonardo Da Vinci. With proper support, dyslexia can be managed and not prevent success in life.
This document discusses research on vocabulary instruction for struggling students. It finds that both indirect instruction through wide reading and direct instruction of vocabulary words are important. Indirect instruction is less effective for struggling readers due to their inability to infer meanings from context. The document outlines different types of vocabulary words and strategies for effective instruction, including choosing words to teach, using dictionaries and word parts, and interactive activities to engage students. It also addresses the needs of English language learners.
The document discusses several key concepts related to teaching English Language Learners (ELLs), including:
1. It describes the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), noting that BICS develops quicker but CALP takes longer and is needed for academic success.
2. It outlines the typical stages of second language acquisition, from pre-production to advanced fluency, and examples of teacher prompts at each stage.
3. It discusses the benefits of various ELL instructional programs and notes that two-way bilingual education leads to the highest average performance for ELL students.
The document provides information about an English language learners class, including a news article about a chicken crossing the road and causing traffic issues. It then discusses an activity where students estimate statistics about English as a non-official language, immigration rates, and top countries of origin for immigrants in Canada. Finally, it outlines an activity where students take on roles with certain speaking limitations to simulate being English language learners and discuss strategies for a cricket tournament.
The student understands and gives personal information with classmates and teachers in oral and written ways in conversations. The student will recognize “Verb TO BE”, simple present and present continuous structures completing sentences in a worksheet about verb tenses including present continuous and simple present. The worksheet contains 12 sentences for the student to complete using verb to be structures.
This document describes an English language learning program called Prime Time. It includes 6 modules that teach grammar, vocabulary, reading, writing and other skills through interactive lessons and multimedia content. The program aims to bring English lessons to life for both teachers and students. For teachers, it provides tools like vocabulary presentations, games, and writing exercises. For students, it offers interactive vocabulary and grammar activities, educational videos related to the modules, documentaries about English culture, and fun quizzes. The program is available on interactive whiteboards and e-book software to enhance digital learning.
The document summarizes the components and principles of the Incredible English course. It includes the course books, activity book, teacher's book, CDs, and digital iTools. The main principles are that children learn a language through exposure and using it in meaningful contexts, and the teacher's role is to provide this exposure through topics students can understand. It also lists the learning objectives and components included in the teacher's resource pack to support lessons.
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
This document discusses challenges in teaching literacy to adult learners with very low literacy skills. It provides several examples of literacy activities that did not work well with this population and analyzes why. Key reasons for lack of success included learners having no foundational skills like print awareness, letter knowledge, or phonological awareness. The document emphasizes that this population needs instruction to start at a very basic level by first building important prerequisites through multi-sensory activities before being able to engage with more advanced literacy tasks. A task analysis approach is recommended to identify specific skill gaps for each learner.
This document provides instructions and materials for teachers to help welcome and support new English language learner students. It includes tips for the first few days with new students such as learning their names, making identification cards, and providing a language reference sheet. A language learning center with books and activities is also suggested to be set up. Assessment of students' language levels and involving their families are addressed. The bulk of the document consists of mini-books, games, art projects and other activities focused on basic vocabulary organized by topic to build students' English skills.
This document provides a list of "Ready to Go" classroom activities for English as a Second Language (ESL) classes that require little to no preparation time from teachers. It includes listening, speaking, reading and writing activities focused on vocabulary, role playing famous people, drawing pictures to facilitate conversation, surveys to learn about students, and arithmetic and guessing games. Most activities can be easily implemented and adapted for ESL students of varying proficiency levels.
This document discusses translation in language learning from key stage 2 through 5. It addresses translating into both the first language (L1) and second language (L2), exploring issues of literacy, vocabulary and grammar development, and cultural understanding. A range of tools and approaches for translation are presented, including the use of online resources, literature, news articles, social media posts and songs. Benefits and challenges of different translation activities are considered.
Jennifer Wilson presented strategies for teaching literacy to non-native English speakers ages 3-5. The key components are:
1) Focus on oral language development through songs, stories, and actions before expecting reading and writing.
2) Immerse children in the language by using everyday phrases, labeling items, and exposing children to English TV and books.
3) Teach the sounds of the language systematically while continuing to provide rich vocabulary through stories, pictures, and questions.
Updated developmental art in the low literacy classroomJean Marrapodi
This document discusses using developmental art with adult literacy students from Liberia. It describes several art projects the students engaged in over time, from copying simple drawings to creating their own pictures of themselves with family members. The students' artwork showed progress from being unable to draw basic shapes to creating more detailed pictures. The document compares the students' developmental progression to theories of how children's drawing skills develop. It explores how art may serve as a precursor to writing for students and discusses using different art mediums like clay to teach symbolism.
1) ELL students need extensive language support as they learn a new language. Computers and computer-assisted instruction can provide valuable language experiences by allowing students to hear, write, speak and read language.
2) Websites, software tools, and online productivity applications that are free can be used to develop ELL students' language skills through activities like vocabulary games and language drills in an engaging way.
3) Lesson plans and resources are available online to help teachers incorporate technology into ELL instruction and develop students' language abilities through computer use.
Understanding and Supporting Emerging L2 Writing in Adults with Little to no ...Lisa Gonzalves
The document discusses the writing development of adult English language learners with little to no literacy in their first language. It profiles one student, Lucia, from Eritrea with no prior schooling or English skills. The author observed an adult ESL literacy class and found that students engaged in both teacher-prompted and self-elected writing activities like copying text and filling in worksheets. Levels of engagement varied depending on individual literacy and language skills. Students showed progress in attuning to orthographic details and spelling words they had learned. However, their writing development did not follow single linear trajectories described in child literacy models. Instead, multiple parallel trajectories occurred as orthography and spelling developed simultaneously in their second language
The document provides information about American Sign Language (ASL) courses offered at Lake Travis High School. It describes the ASL 1, 2, and 3 course descriptions and focuses on developing both expressive and receptive signing skills. Expectations for students include daily practice, using only ASL during class, and participating in extracurricular deaf events. Helpful study techniques involve finding a study partner, daily vocabulary review, and incorporating non-manual behaviors.
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Diagnosing Dyslexia in Your Classroom MEXTESOLKLSagert
This document provides information about diagnosing and identifying dyslexia in the classroom. It begins by listing behaviors that could potentially indicate dyslexia, such as confusing letters, difficulty reading aloud, and taking longer than peers to complete written work. It then presents true/false questions about dyslexia to check understanding. Potential screening tools for dyslexia are also introduced. Finally, the document discusses considerations for teaching students with dyslexia, including varying manifestations across languages and avoiding misconceptions about the condition.
Laura and Joep's presentation (Mextesol Puebla, 2014) about what dyslexia is (and what it isn't), how to recognize the symptoms in your classroom, and how to help learners.
One in 10 people have dyslexia. Often
undiagnosed, adult dyslexic students come to our
ESL classrooms only to be labelled as lazy,
distracted and disruptive. What are the tell-tale
signs, and what can we do to support these
students without singling them out or slowing
things down for the whole class?
This document discusses the challenges that dyslexic acting students face when working with Shakespearean texts, as well as strategies to help overcome those challenges. It describes three severely dyslexic students in the author's Shakespeare unit, focusing on one student named David. David struggles greatly with reading aloud from the texts, but shows improvement when the class deconstructs the texts word by word and acts out the sentences physically. The document examines manifestations of dyslexia and effective pedagogical approaches to support dyslexic students while also developing their artistic talents.
Learning disabilities are problems that affect the brain's ability to process or store information, making it difficult for students to learn as quickly as others. Common learning disabilities include dyslexia, affecting reading, writing and spelling; dyscalculia, affecting math skills; and dysgraphia, affecting writing abilities. Signs of learning disabilities vary by age but may include trouble with reading, writing, spelling, organizing ideas, math skills, and following instructions. While learning disabilities are lifelong, accommodations like structured learning, technology tools, and modifying assignments can help students succeed.
The document provides information about an English language learners class, including a news article about a chicken crossing the road and causing traffic issues. It then discusses an activity where students estimate statistics about English as a non-official language, immigration rates, and top countries of origin for immigrants in Canada. Finally, it outlines an activity where students take on roles with certain speaking limitations to simulate being English language learners and discuss strategies for a cricket tournament.
The student understands and gives personal information with classmates and teachers in oral and written ways in conversations. The student will recognize “Verb TO BE”, simple present and present continuous structures completing sentences in a worksheet about verb tenses including present continuous and simple present. The worksheet contains 12 sentences for the student to complete using verb to be structures.
This document describes an English language learning program called Prime Time. It includes 6 modules that teach grammar, vocabulary, reading, writing and other skills through interactive lessons and multimedia content. The program aims to bring English lessons to life for both teachers and students. For teachers, it provides tools like vocabulary presentations, games, and writing exercises. For students, it offers interactive vocabulary and grammar activities, educational videos related to the modules, documentaries about English culture, and fun quizzes. The program is available on interactive whiteboards and e-book software to enhance digital learning.
The document summarizes the components and principles of the Incredible English course. It includes the course books, activity book, teacher's book, CDs, and digital iTools. The main principles are that children learn a language through exposure and using it in meaningful contexts, and the teacher's role is to provide this exposure through topics students can understand. It also lists the learning objectives and components included in the teacher's resource pack to support lessons.
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
This document discusses challenges in teaching literacy to adult learners with very low literacy skills. It provides several examples of literacy activities that did not work well with this population and analyzes why. Key reasons for lack of success included learners having no foundational skills like print awareness, letter knowledge, or phonological awareness. The document emphasizes that this population needs instruction to start at a very basic level by first building important prerequisites through multi-sensory activities before being able to engage with more advanced literacy tasks. A task analysis approach is recommended to identify specific skill gaps for each learner.
This document provides instructions and materials for teachers to help welcome and support new English language learner students. It includes tips for the first few days with new students such as learning their names, making identification cards, and providing a language reference sheet. A language learning center with books and activities is also suggested to be set up. Assessment of students' language levels and involving their families are addressed. The bulk of the document consists of mini-books, games, art projects and other activities focused on basic vocabulary organized by topic to build students' English skills.
This document provides a list of "Ready to Go" classroom activities for English as a Second Language (ESL) classes that require little to no preparation time from teachers. It includes listening, speaking, reading and writing activities focused on vocabulary, role playing famous people, drawing pictures to facilitate conversation, surveys to learn about students, and arithmetic and guessing games. Most activities can be easily implemented and adapted for ESL students of varying proficiency levels.
This document discusses translation in language learning from key stage 2 through 5. It addresses translating into both the first language (L1) and second language (L2), exploring issues of literacy, vocabulary and grammar development, and cultural understanding. A range of tools and approaches for translation are presented, including the use of online resources, literature, news articles, social media posts and songs. Benefits and challenges of different translation activities are considered.
Jennifer Wilson presented strategies for teaching literacy to non-native English speakers ages 3-5. The key components are:
1) Focus on oral language development through songs, stories, and actions before expecting reading and writing.
2) Immerse children in the language by using everyday phrases, labeling items, and exposing children to English TV and books.
3) Teach the sounds of the language systematically while continuing to provide rich vocabulary through stories, pictures, and questions.
Updated developmental art in the low literacy classroomJean Marrapodi
This document discusses using developmental art with adult literacy students from Liberia. It describes several art projects the students engaged in over time, from copying simple drawings to creating their own pictures of themselves with family members. The students' artwork showed progress from being unable to draw basic shapes to creating more detailed pictures. The document compares the students' developmental progression to theories of how children's drawing skills develop. It explores how art may serve as a precursor to writing for students and discusses using different art mediums like clay to teach symbolism.
1) ELL students need extensive language support as they learn a new language. Computers and computer-assisted instruction can provide valuable language experiences by allowing students to hear, write, speak and read language.
2) Websites, software tools, and online productivity applications that are free can be used to develop ELL students' language skills through activities like vocabulary games and language drills in an engaging way.
3) Lesson plans and resources are available online to help teachers incorporate technology into ELL instruction and develop students' language abilities through computer use.
Understanding and Supporting Emerging L2 Writing in Adults with Little to no ...Lisa Gonzalves
The document discusses the writing development of adult English language learners with little to no literacy in their first language. It profiles one student, Lucia, from Eritrea with no prior schooling or English skills. The author observed an adult ESL literacy class and found that students engaged in both teacher-prompted and self-elected writing activities like copying text and filling in worksheets. Levels of engagement varied depending on individual literacy and language skills. Students showed progress in attuning to orthographic details and spelling words they had learned. However, their writing development did not follow single linear trajectories described in child literacy models. Instead, multiple parallel trajectories occurred as orthography and spelling developed simultaneously in their second language
The document provides information about American Sign Language (ASL) courses offered at Lake Travis High School. It describes the ASL 1, 2, and 3 course descriptions and focuses on developing both expressive and receptive signing skills. Expectations for students include daily practice, using only ASL during class, and participating in extracurricular deaf events. Helpful study techniques involve finding a study partner, daily vocabulary review, and incorporating non-manual behaviors.
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Diagnosing Dyslexia in Your Classroom MEXTESOLKLSagert
This document provides information about diagnosing and identifying dyslexia in the classroom. It begins by listing behaviors that could potentially indicate dyslexia, such as confusing letters, difficulty reading aloud, and taking longer than peers to complete written work. It then presents true/false questions about dyslexia to check understanding. Potential screening tools for dyslexia are also introduced. Finally, the document discusses considerations for teaching students with dyslexia, including varying manifestations across languages and avoiding misconceptions about the condition.
Laura and Joep's presentation (Mextesol Puebla, 2014) about what dyslexia is (and what it isn't), how to recognize the symptoms in your classroom, and how to help learners.
One in 10 people have dyslexia. Often
undiagnosed, adult dyslexic students come to our
ESL classrooms only to be labelled as lazy,
distracted and disruptive. What are the tell-tale
signs, and what can we do to support these
students without singling them out or slowing
things down for the whole class?
This document discusses the challenges that dyslexic acting students face when working with Shakespearean texts, as well as strategies to help overcome those challenges. It describes three severely dyslexic students in the author's Shakespeare unit, focusing on one student named David. David struggles greatly with reading aloud from the texts, but shows improvement when the class deconstructs the texts word by word and acts out the sentences physically. The document examines manifestations of dyslexia and effective pedagogical approaches to support dyslexic students while also developing their artistic talents.
Learning disabilities are problems that affect the brain's ability to process or store information, making it difficult for students to learn as quickly as others. Common learning disabilities include dyslexia, affecting reading, writing and spelling; dyscalculia, affecting math skills; and dysgraphia, affecting writing abilities. Signs of learning disabilities vary by age but may include trouble with reading, writing, spelling, organizing ideas, math skills, and following instructions. While learning disabilities are lifelong, accommodations like structured learning, technology tools, and modifying assignments can help students succeed.
The document provides an overview of learning disabilities including:
- A learning disability results from differences in brain wiring that affect how information is processed.
- Types of learning disabilities include dyslexia, dyscalculia, auditory processing disorder, nonverbal learning disabilities, and visual perceptual deficits.
- Causes may include genetics, brain injury, problems during pregnancy/birth.
- Diagnosis involves assessments by professionals to identify processing weaknesses.
- Treatments depend on the type of learning disability but aim to make information more accessible.
- Early diagnosis is important to help children succeed in school and life.
Dyslexia is a specific learning disability in reading. Kids with dyslexia have trouble reading accurately and fluently. They may also have trouble with reading comprehension, spelling, and writing.
Language disorders involve problems processing linguistic information that can affect grammar, semantics, and other aspects of language. They can be receptive, involving comprehension issues, expressive, involving production problems, or both. Common language disorders include specific language impairment and aphasia. The document goes on to describe receptive language disorders which impact understanding language inputs, expressive disorders affecting output of language, speech disorders, communication disorders, and several specific types of language disorders like dyslexia, dysgraphia, and their symptoms.
Dealing with Learning Disabilities etc.pptiramshehzadi23
This document provides an introduction to learning disabilities, including definitions, common types, prevalence, and interventions. It defines a learning disability as a neurological disorder that can interfere with processing or using language, reading, writing, math, or spelling. The most common types discussed are dyslexia, dyscalculia, dysgraphia, language processing disorders, and auditory processing disorders. Learning disabilities affect around 3 million students in the US and interventions focus on strengthening weaknesses and building on strengths through multisensory teaching methods and accommodations.
The document discusses dyslexia, strategies for teaching dyslexic students, and policies in Texas regarding dyslexia. It provides:
(1) Characteristics of dyslexia like difficulties with phonological processing, visual perception, and auditory processing.
(2) Recommended teaching strategies for dyslexic students including multisensory instruction, visual memory techniques, structured writing instruction, and providing additional time on tests.
(3) Texas' definition of dyslexia and process for assessing students, which involves collecting student achievement data, teacher observations of literacy behaviors, and formal assessment by a diagnostician.
Renee Matlock, Executive Director of Speech Plus and speech-language pathologist is a Dyslexia Specialist. In the following presentation, Renee separates fact from fiction, helping parents navigate the "Dyslexia maze" and discussing what Dyslexia really is, how Dyslexia is diagnosed and more!
Making Public Libraries Accessible to People with Learning Disabilities (Dysl...Chittaranjan Nayak
This document discusses strategies for making public libraries more accessible to people with learning disabilities like dyslexia. It begins by defining learning disabilities and dyslexia, describing their causes, symptoms and prevalence. It then outlines the role public libraries can play in serving those with disabilities by providing inclusive services, collections, technologies and staff training. Challenges are noted like inadequate funding and awareness. The document concludes by recommending public libraries introduce special programs, ensure equal access to resources, provide assistive technologies and hire qualified staff to better meet the needs of those with learning disabilities.
Dyslexia and dysgraphia are learning disabilities that affect reading, writing, and language processing. Dyslexia is characterized by difficulties with phonological processing, word recognition, spelling, and fluency. It is often inherited and affects areas of the brain involved in language processing. Dysgraphia causes problems with handwriting and written expression due to visual-motor challenges. Both disabilities can be identified through assessments of language skills, reading, writing, and cognitive abilities. Interventions include targeted instruction in phonics, reading fluency, spelling, handwriting, and use of accommodations such as extra time or keyboards.
Dyslexia is a difficulty with reading or writing that makes it hard for people to see words as meaningful shapes or distinguish between letters. There are different types of dyslexia related to irregular word reading, connecting sounds to symbols, or both deficits together. Dyslexia is caused by brain defects and genetics. Doctors can examine children if parents notice problems reading by age 6-8. Diagnosis involves sensory, psychological, and skills evaluations. Symptoms include letter/number confusion, poor spelling, and difficulties with phonological awareness. Solutions include specialized teaching methods, assistive technology, extra time for tests, and activities to make learning fun.
Dyslexia is a difficulty with reading or writing that makes it hard for people to see words as meaningful shapes or distinguish between letters. There are several types including surface dyslexia, phonological dyslexia, and double deficit dyslexia. Dyslexia is caused by defects in areas of the brain and can be genetic. Parents should have their child examined if they have trouble reading by age 7 or 8. Dyslexia is diagnosed through examinations of senses, psychology, and reading/writing skills. Symptoms include letter and word confusion, poor spelling, and issues with sounds. Solutions include specialized teaching methods, assistive technology, extra time for tests, and tutoring.
Dyslexia is a difficulty with reading or writing that makes it hard for people to see words as meaningful shapes or distinguish between letters. There are different types of dyslexia related to irregular word reading, connecting sounds to symbols, or both deficits combined. Dyslexia is caused by brain defects and genetic factors. Doctors can examine children if parents notice problems reading by age 6-8. Diagnosis involves sensory, psychological, and skills evaluations. Symptoms include letter/number confusion, poor spelling, and issues with sounds. Solutions include specialized teaching methods, assistive technology, extra time for tests, and activities to make learning fun.
Dyslexia is a difficulty with reading or writing that makes it hard for people to see words as meaningful shapes or distinguish between letters. There are different types of dyslexia related to irregular word reading, connecting sounds to symbols, or both deficits combined. Dyslexia is caused by brain defects and genetic factors. Doctors can examine children if parents notice problems reading by age 6-8. Diagnosis involves sensory, psychological, and skills evaluations. Symptoms include letter/number confusion, poor spelling, and issues with phonological awareness. Solutions include specialized teaching methods, assistive technology, extra time for tests, and activities to make learning letters fun.
Dyslexia is a learning disability that causes problems with reading, writing, and spelling. It is defined as a difficulty learning language skills despite conventional instruction and intelligence. Common characteristics of dyslexic children include appearing bright but struggling with reading and writing skills, having a high IQ but poor academic testing, and having strengths in art, music, sports, or mechanics. Problems associated with dyslexia include issues with phonics, vocabulary, memory, reading multisyllabic words, reading and writing errors such as omissions or reversals, and spelling mistakes. Dyslexia can negatively impact a child's self-esteem and school performance if not properly addressed.
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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1. Dyslexia or Second Language Learning?
Martha Youman, PhDc
University of Arizona
Presented at TESOL Philadelphia 2012
2. This presentation is available at:
http://www.slideshare.net/myouman/dyslexia-o
Please take my card and email me with
any questions.
2
3. Agenda
• Part One: What is dyslexia?
• Part Two: Dyslexia across different
languages
• Part Three: Dyslexia or Second
Language Learning
• Part Four: Strategies for ELLs with
dyslexia
3
4. Every child would read if it
were in his power to do so. (Betts, 1936)
Part One: What is Dyslexia?
4
5. What is Dyslexia?
• Dyslexia is a neurobiological disorder that affects the
development of both decoding (written word pronunciation) and
encoding (spelling).
• Students with dyslexia have difficulty reading fluently and
spelling words correctly, even after years of instruction.
• 5% to 20% of the U.S. population have dyslexia and up to 40%
of the entire U.S. population experiencing some type of reading
difficulty (Shaywitz, 2003; S. E. Shaywitz & Shaywitz, 2001).
• People with dyslexia who read and write in English read slower
(reading never becomes automatic), they spell words as they
sound, they usually hate reading, and they may reverse letters
and symbols.
5
6. What is Dyslexia?
The Neurological Signature of Dyslexia
Study of 144 matched children B. A. Shaywitz et al. 2002
6
7. What is Dyslexia?
Some Common Misconceptions
• Myth: Students who flip numbers and letters have dyslexia.
• Fact: Some students with dyslexia show this feature, but this is
not the key feature that defines dyslexia. Laborious reading and
poor spelling is.
• Myth: Dyslexia can be cured with enough reading practice.
• Fact: Dyslexia cannot be cured because it is a disorder of the
brain. However, strategies can help students with dyslexia
compensate for their difficulties. Overcoming Dyslexia (S.
Shaywitz, 2003)
• Myth: Students with dyslexia have a lower IQ.
• Fact: Students with dyslexia are just like everyone. They just
have difficulty reading. Some even learn to compensate for their
disability and become very good at other things that don’t involve
reading. 7
8. What is Dyslexia?
Some Common Misconceptions (Continued)
• Myth: All students with dyslexia are gifted.
• Fact: You will find students with dyslexia that are gifted just like
you find non-dyslexic students that are gifted.
• Myth: Dyslexia only occurs in English because it is a very
irregular language. In “easy” languages like Spanish, there is no
dyslexia.
• Fact: Remember, dyslexia is a neurobiological disorder (i.e.
brain-based disorder), not a language based disorder. The
language a person reads, however, will determine how dyslexia
occurs.
8
9. What is Dyslexia?
An Example of Dyslexia
Translation: Like me, I have a
disability. I’ve had it since third
grade. I’m often quitting because of
my disability. For example, I know
how hard it is. I can’t spell right. I’ve
been trying for all my life. I know
I’m afraid to write a note to my girl
friend. She doesn’t know that I
have it but I don’t know how to tell
her because I don’t know how she
is going to act. I don’t know why I
am telling you but I know that I’m
not stupid.
David’s note to his ninth-grade teacher. From Essentials
of Dyslexia (2011)
9
10. Part Two: Dyslexia Across Languages
পড়ার অসুিিধা عسر القراءة
δυσλεξία 诵读困难
דיסלקציה
ดิส
dislexia lukihäiriö
ordblindhed
10
11. Dyslexia Across Languages
The Role of Orthography
• Orthography, or how a language is represented in writing,
impacts reading and writing development and can present
varying difficulties to speakers of a specific language who have
dyslexia.
• The most common orthographies today can be classified into
alphabetic, syllabic, and logographic writing systems.
11
12. Dyslexia Across Languages
Non-Alphabetic Orthographies (e.g. Chinese)
• Slow and inaccurate reading.
• Poor character formation in
writing.
• Confusion of the parts that make
a word.
• Use of wrong tone when reading.
12
13. Dyslexia Across Languages
Alphabetic Orthographies
“Shallow” and “Deep” orthographies
• Shallow orthographies have one to one correspondence
between letters and sounds. The language is written as it
sounds.
• Deep orthographies have multiple mappings between letters
and sounds. Spelling patterns are irregular and don’t follow the
sounds of the language.
13
14. Dyslexia Across Languages
Shallow Alphabetic Orthographies (e.g. Spanish)
• Characterized by slow, but not necessarily inaccurate, reading
(Davies & Cuentos, 2010).
• Once Spanish-speaking readers with dyslexia master the letters
and corresponding sounds of the alphabet, the one-to-one
correspondence between sounds and letters facilitates their
reading and spelling.
• They never become fluent
• They don’t get the meaning from the text because they are so
concerned with reading.
14
15. Dyslexia Across Languages
Deep Alphabetic Orthographies (e.g. English)
• In addition to slow and inaccurate reading, these students will
have persistent poor spelling.
• Poor phonological awareness (manipulating the sounds that
make up each word).
• Students can’t remember the irregularities of the language, even
after years of reading instruction.
• Dyslexia in deep orthographies is pretty obvious.
15
17. Dyslexia or Second Language Learning
“English Sucks!” Why do our students find English
to be so difficult?
Answer: Because there are so many irregularities (a.k.a.
“sucky” parts). Here are some:
• Single letters that represent multiple sounds (e.g. cone and pot
where the letter ‘o’ represents both the sound /ou/ and /o/; cup
and pencil and where the letter ‘c’ represents both the sound /k/
and /s/
• Spellings that change morphological meaning, but are
pronounced differently (e.g. –ed suffix to indicate past tense
pronounced differently in painted /ed/, played /d/, and liked /t/)
17
18. Dyslexia or Second Language Learning
There are more sucky parts!
• Phonemes or sounds that can be spelled in several different
ways (e.g. the sound /f/ can be spelled with f as in frog, ph as in
phone, ff as in stuff, gh as in cough, and lf as in calf.
• Several letters represent one single sound or phoneme (e.g.
fight, might, night where the grapheme ght represents the
sound /t/).
• Different spelling possibilities to represent words that sound the
same but have different meanings (i.e. homophones; e.g. to,
two, too and heal, heel, he’ll)
• Identical words that change meaning depending on the context
in which they appear (e.g. “She cannot bear to see her father in
pain.” and “The bear attacked the campers.”)
18
19. Dyslexia or Second Language Learning
Learning to read and write in English
• Children and ESL students always have trouble with the “sucky”
part of English.
• After a few years (for children) or months (for ESL students),
they get the irregularities of the language.
• Dyslexic students will not.
• Some ESL students with dyslexia don’t know they have a
problem because they learned to read and write in language with
a shallow orthography.
• Some students with dyslexia are not diagnosed in their countries
because the culture doesn’t believe in learning disabilities. They
are just perceived as “lazy” or “dumb.”
19
20. Dyslexia or Second Language Learning
Why is it important to differentiate the two groups if
they both need help?
Because their brains are different and the interventions they need are
different.
20
21. Dyslexia or Second Language Learning
The Profile of a Typical ELL
Caution: Many early reading and spelling behaviors of ESL
students resemble those of readers with dyslexia. It may take
several years for these similarities to fade, even after intensive
English as a Second Language (ESL) instruction.
• Low Vocabulary
• Younger students: usually lag behind because they are learning
to read a language they don’t speak. As vocabulary grows,
reading ability grows.
• Older students who have solid L1(Atwill et al., 2010):
– Vocabulary and litereacy development in L1 may positively
influence cross-language transfer of reading skills.
– Negative transfer of first-language knowledge may affect
reading development in English.
21
22. Dyslexia or Second Language Learning
Some Examples of Negative Transfer in the Typical
ELL
• Pronunciation errors due to non-existent sounds in L1 (e.g. in
Spanish: reads drogstore for drugstore
• Phonetic Spelling (e.g. writes mejr for measure; teech for teach)
• Spelling errors due to non-existing sounds in L1 (e.g. Arabic:
bicture for picture; Chinese: pray for play)
• Reversals
• Missing vowels
• Missing articles, endings, plurals, tenses
22
23. Dyslexia or Second Language Learning
The Profile of an ELL with Dyslexia
• A student with high vocabulary who is still misspelling common
words (e.g. womin for women; wal for wall; nos for nose; I have too
pets)
• A student at an intermediate level who can’t get the gist of a very
basic book
• A student who hates reading
• Slow reading (e.g. when asked to read aloud, the student seems to
be reading word by word without getting the meaning)
• A student in at a beginner level who fails to recognize common
words, even after extensive review (e.g. emphasis on wrong
syllable). The students treats the word as a word he/she has never
seen it
• A student with high vocabulary who continues to use phonetic
spelling of common words at levels 50 and up (e.g. well come to the
reel world) 23
25. Teaching Strategies for ELLs and
Students with Dyslexia
Students with Dyslexia ELLs without Dyslexia
Basic phonics Both
Reading and writing
Word processing technology
Practice
Books on tape Multisensory activities
More exposure to reading
Opportunities for Positive
The ability to show transference
knowledge orally Challenging activities
Vocabulary building
One-on-one instruction Scaffolding
Motivation
Time
Early reading and spelling
skills
25
26. Teaching Strategies for ELLs and
Students with Dyslexia
A Multisensory Activity
http://www.youtube.com/watch?v=Ti-O58yWwZg
26
27. References
etts, E. A. (1936). The prevention and correction of reading difficulties.
Evanston, IL: Row, Peterson and Company.
haywitz, S. E. (2003). Overcoming dyslexia: A new and complete science-
based program for reading problems at any level. New York, NY: Knopf.
haywitz, S. E., & Shaywitz, B. A. (2001, August). The neurobiology of reading
and dyslexia. Focus on Basics: Connecting research and practice, 5(A), 11–15.
Retrieved from: http://www.ncsall.net/fileadmin/resources/fob/2001/fob_5a.pdf
haywitz, B., Shaywitz, S., Pugh, K., Mencl, W., Fulbright, R., Skudlarski, P., …
Gore, J. C. (2002). Disruption of posterior brain systems for reading in children
with developmental dyslexia. Biological Psychiatry, 52(2), 101–110.
doi:10.1007/s10038-006-0088-z
avies, R., & Cuentos, F. (2010). Reading acquisition and dyslexia in Spanish.
In N. Brunswick, S. McDougall, & P. de Mornay Davies (Eds.), Reading and
dyslexia in different orthographies (pp. 155–180). Hove, East Sussex:
Psychology Press.
27