Causal Theories, Indicators And Remediations For Educators Of Dyslexic Students A New Zealand Context.

1385 words - 6 pages

DyslexiaA difficulty with decoding and encoding the abstract symbols of written languageDespite:normal cognitive ability (intelligence)normal hearingnormal visionThis suggests a neurological basis for this difficulty.General facts about dyslexia:*Dyslexia exists on a continuum of severity.*Dyslexia has a genetic component...up to a 50% probability of being inherited if both parents are dyslexic. The implications of this are serious for home support.*The prevalence of dyslexia in English-speaking countries is high, as the orthography of the English language is 'opaque', compared to countries with either a 'transparent' orthography, or a visual orthography.*The suggested prevalence of dyslexia in New Zealand is 10% of students, and up to 50-60% of prison inmates.*Dyslexia is not officially recognised in New Zealand, due to our traditional 'whole language' reading approach.*There is no focus on dyslexia (or other Specific Learning Difficulties) in pre-service teacher training.*There is no mandatory screening process for dyslexia or funding/resources for support.*It is assessed and remediated on a 'user-pays' basis.*Assessment is available through some educational psychologists (who have been trained specifically), and 1-1 tutoring is available with specialist teachers.*Accommodation strategies are available for dyslexic students sitting NCEA assessments - such as reader/writers and extra time, but there are strict evidence criteria for approval.*Dyslexic students can be very successful, both in their chosen subjects and careers, due to their thinking and resilience strategies.*Each dyslexic student is different. Their indicators will vary, their severity will vary, their coping strategies will vary, their strengths will vary, their weaknesses will vary, and so will their behaviours.*This makes it difficult to support them effectively in an inclusive environment.Identification:The transition from Year 8 to Year 9 is a quantum leap for all students, but especially for dyslexic students.The main issues that cause difficulty for successful integration and support are:*A change in focus from skills to content.*A change from a 'holistic' core subjects teacher to a team of specialist subject teachers.*A change from a less broken timetable to a timetable of continual changes.The best time to identify a dyslexic student's needs is their transition into Year 9.A student's PAT results from Year 8 can be analysed for discrepancies in their scores. The most obvious indicators are a high Listening Comprehension score coupled with a low Written Language score.Diagnostic assessment activities in the first term of this year (and each subsequent year) are extremely important, as this can set support and remediation strategies in place, before a student starts to 'slip'.If a student is identified with dyslexia, ensure that there are 1-1 withdrawal or extra support strategies with a specialist available if possible.Make sure that Learning Support has recorded this...

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