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.

1. EFFECTIVE CURRICULUM
PLANNING FOR A
DYSLEXIC PRESCHOOLER
PRESENTATION BY
SUJANA . J
Student, PSTTI

2. ACKNOWLEDGEMENT
I would like to express my special thanks of gratitude to my teachers as
well as our principal Ms. Sadaf Mazhar, who gave me the golden
opportunity to do this wonderful project on the topic ‘Effective
Curriculum Planning for a Dyslexic Pre-schooler’, which also
helped me in doing a lot of Research and I came to know about so many
new things. I am really thankful to them.
This project not only for marks but to also increase my
knowledge .
THANKS AGAIN TO ALL WHO HELPED ME.

3. AIMS OR OBJECTIVE
• To Develop an Effective Curriculum Planning for a Dyslexic Preschooler.
Objectives:
• To develop activities that enable dyslexic students to use both sides of the
brain and therefore concentrate better and keep focus longer.
• To provide activities to improve short term memory, as they get distracted easily.
• To help them to improve comprehension skills.
• To improve their oral language processing.
• To enable the student to keep a mental picture of the words in his/her head.
• To strengthen the early literacy skills of pre-schoolers.
• To provide the time and resources necessary to enhance the development of the child's gifts.
• To develop organizational skills that will benefit them for the rest of their lives.

4. INTRODUCTION
•In the Past was thought that the earliest that a Child could be identified as
having a dyslexic profile was at about the age of six.
•This was because, by six, the child was already giving cause for concern
particularly as regards reading, writing and spelling, all are very important in
school curriculum.
•Parents and Pre-school careers as well as educators in those early years are
amongst those in the best position to recognize these signs, and to provide
appropriate activities to help.
•Tanning in some of these activities will help to build firm foundations for later
firm tanning.

5.  Dyslexia has been defined in different ways.
 ● In 1968, the World Federation of Neurologists defined dyslexia as "a disorder
 in children who, despite conventional classroom experience, fail to attain the
 language skills of reading, writing, and spelling commensurate with their
 intellectual abilities.
 ● According to the U.S. National Institutes of Health, dyslexia is a learning
 disability that can hinder a person's ability to read, write, spell, and sometimes
 speak.
 ●Dyslexia: Dyslexia is a name for a condition where people have difficulty with
 reading and writing. People with dyslexia have normal intelligence and are not in
 any way mentally retarded or intellectually challenged. The difficulty with
certain tasks is believed to be related to problems with perception capability in
certain parts of the brain. Researchers have discovered that there are a number of
genes linked to an increased susceptibility to dyslexia.
 Dyslexia is the most common learning disability in children and persists
throughout life. The severity of dyslexia can vary from mild to severe.

6.  Symptoms of Dyslexia
 A short list of possible dyslexia symptoms would include
 some, but not all, of these in a dyslexic child:
 A noticeable difference between the pupil's ability and their
 actual achievement;
 A family history of learning difficulties;
 Difficulties with spelling;
 Confusion over left and right;
 Writing letters or numbers backwards;
 Difficulties with math/s;
 Difficulties with organizing themselves;
 Difficulty following 2- or 3-step instructions.

7. WHAT CAUSES DYSLEXIA
 It is caused by an impairment in the brain's ability to
translate images received from the eyes or ears into
understandable language.
 It does not result from vision or hearing problems. It is not
due to mental retardation, brain damage, or a lack of
intelligence.
 The severity of dyslexia can vary from mild to severe.
The sooner dyslexia is treated, the more favorable the
outcome;
 It is never too late for people with dyslexia to learn to
improve their language skills

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Physical Skills
Do not neglect the physical skills such as throwing, catching, kicking
balls, skipping, hopping, jumping and balancing. Many children find
these activities difficult and will need a great deal of practice.
Book Knowledge
Research has shown that where children make an early acquaintance
with books, the results are beneficial. It is important to talk about
books, using the language of books – pictures, words and letters - to
realise that books can be looked at, read and enjoyed over and over
again. It is not automatic for a child to know how to hold a book, to
know which way it opens, where the story starts, where the top of the
page is or in which direction the words flow. All these things often
have to be taught. Dyslexic children in particular, need to have such
points drawn to their attention many times over. 15-12-2012 PSTTI 23
Writing
Rather than copying letter shapes, large writing movements should
be encouraged. These can be done as part of music and/or movement
lessons, or by using the forefinger with tactile materials such as
sand.

9.  SUGGESTIONS
 It would be helpful if information from all these sources, plus parents’
comments and pre-school educators’ observations could be made
available to the head teacher
 When the child enters his first school.
 In many cases it can take several years for a child to be Identified as
having a specific learning difficulty/dyslexia, by which time failure and
consequent behavioral problems may well be all too apparent.
 The valuable observations and record keeping of parents and of the
early years in education could prevent this sad Situation arising.

10.  CONCLUSION
 Dyslexics are capable and are brilliant if encouraged to believe in
themselves.
 They can process one instruction at a time, which can be increased by
visualization activities and they are distracted easily.
 Just remember these students can not be hurried.
 They need positive reinforcement.
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 They will not process a problem as we do, so have patience and focus on
their strengths rather than their weaknesses.

11.  BIBLIOGRAPHY
 www.google.com
 www.medicinenet.com
 www.dyslexia-teacher.com
 www.pstti.com