Dyslexia is a learning disability that makes it difficult to read due to problems recognizing and processing symbols in the brain. It is neurological in nature and can be inherited genetically. Approximately 15-17% of the population is dyslexic, and 80% of those identified as learning disabled are affected by dyslexia. Dyslexia causes issues with spelling, reversing letters and words, illegible handwriting, and erratic eye movements during reading. It manifests uniquely in each person to varying degrees. Teachers can help dyslexic students by using multisensory techniques, avoiding forced oral reading, allowing alternative assessments, and providing supportive accommodations.
While I was reading about dyslexia on the "International Dyslexia Association" website I come across important information so I sum them up in this powerpoint.
You will also learn:
* Common symptoms of dyslexia by grade-level
* Research supporting the differences in the dyslexic brain
* Practical Orton-Gillingham principles that you can use right away with your dyslexic student or child.
While I was reading about dyslexia on the "International Dyslexia Association" website I come across important information so I sum them up in this powerpoint.
You will also learn:
* Common symptoms of dyslexia by grade-level
* Research supporting the differences in the dyslexic brain
* Practical Orton-Gillingham principles that you can use right away with your dyslexic student or child.
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A distinct method of processing information in the brain results in Dyslexia. It is frequently linked to bad spelling and trouble decoding words when reading. Solh Wellness talks about it's Symptoms & Causes.
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http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
Content personalisation is becoming more prevalent. A site, it's content and/or it's products, change dynamically according to the specific needs of the user. SEO needs to ensure we do not fall behind of this trend.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
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• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
A distinct method of processing information in the brain results in Dyslexia. It is frequently linked to bad spelling and trouble decoding words when reading. Solh Wellness talks about it's Symptoms & Causes.
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Slide is presented and paper is published by me in the Proceedings of Two-Day National Seminar on 'Special Needs towards Inclusive Library Services in India held at the National Institute for Locomotor Disabilities (Dibyangjan), Kolkata, India, on 16th to 17th November 2019.
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2. What Is Dyslexia?
A learning disability. (Nielsen, 2002)
It is a neurological issue. (“What is dyslexia,”)
The brain has difficulty recognizing and
processing symbols. (“Developmental reading disorder, ”)
3. What Causes Dyslexia?
No consensus cause. (Nielsen, 2002)
Has been linked to particular genes that
control how the brain develops. (“Causes, ”)
Appears to be inherited. (“Causes, ”)
4. Prevalence
15%-17% of the population is dyslexic. (Nielsen,
2002)
80% of all people labeled “learning disabled”
are affected by Dyslexia. (Nielsen, 2002)
5. Characteristics of a Student With
Dyslexia
Trouble spelling. (Nielsen, 2002)
Reversal of words and letters. (Nielsen, 2002)
Illegible handwriting. (Nielsen, 2002)
Eyes make erratic movements while reading.
(Nielsen, 2002)
Trouble learning and remembering words via
sight. (Nielsen, 2002)
6. Dyslexia Is Unique
Not all cases of dyslexia are the same. It
affects people to varying levels and degrees.
(Marshall)
Some dyslexics can read but not write. (Heymans)
Some can write, but not read. (Heymans)
Varying levels of affect. (Marshall)
7. Dyslexia Is Unique
Some letters backwards or upside down. (Marshall)
Some cannot tell the difference between
similar looking letters. (Marshall)
Some might see letters jumbled. (Marshall)
Some see letters out of order. (Marshall)
Some might be able to see letters fine, but
may not be able to sound out words. (Marshall)
11. Dyslexia Can Affect Anyone
“A disorder manifested by difficulty in learning
to read despite conventional instruction,
adequate intelligence and sociocultural
opportunity.” (Nielsen, 2002)
Dyslexia is NOT related to intelligence level.
Dyslexia does not equal less intelligent. (“Dyslexia, ”)
12. What People With Dyslexia Look
Like
Dyslexia affects a wide range of people.
(“Famous people with, ”)
13. How Teachers Can Help
Use a multisensory approach. Employ
auditory and kinesthetic tactics. (Nielsen, 2002)
Never force a dyslexic to read aloud in class.
(Nielsen, 2002)
Allow dyslexic students to demonstrate their
knowledge through alternative assessments.
(Nielsen, 2002)
14. How Teachers Can Help
Provide handouts of notes so students can
focus on listening to lectures and not writing
the lecture down. (Schachter)
Allow students to record lectures so they can
transcribe later on. (Schachter)
Be supportive, positive, and helpful. (Heymans)
15. References
Causes. (n.d.). Retrieved from
http://www.mayoclinic.com/health/dyslexia/DS00224/DSECTION=causes
Developmental reading disorder. (n.d.). Retrieved from
http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002379/
Dyslexia. (n.d.). Retrieved from http://www.visionandlearning.org/dyslexia08.html
Famous people with the gift of dyslexia. (n.d.). Retrieved from
http://www.dyslexia.com/famous.htm
Heymans, Y. (n.d.). Dyslexia. Retrieved from http://www.etni.org.il/etninews/inter2d.htm
Marshall, A. (n.d.). Understanding and recognizing dyslexia. Retrieved from
http://www.dyslexia.com/library/information.htm
16. References
Nielsen, L. (2002). Brief reference of student disabilities with strategies for the classroom. (pp.
67-73). Thousand Oaks, California.: Corwin Press.
Schachter, R. (n.d.). Dyslexia: What teachers need to know. Retrieved from
http://www.scholastic.com/teachers/article/dyslexia-what-teachers-need-know
What is dyslexia. (n.d.). Retrieved from http://www.dyslexia.org/dyslexia.shtml