Dyslexia is not a condition, it is not something that will go away and it is not contagious. Dyslexia is a lifelong condition that a person is born with and will have to learn to live with. It is a neurological learning disability that causes problems with language based-skills and can affect around 10 to 20% of the population ("Dyslexia," 2014). A person that has dyslexia can have difficulties with the areas of reading, writing, spelling, speaking, math, and or short-term memory. Having dyslexia does not mean that one is not smart, it just means that their brain functions in a different way. Dyslexia happens in people of all ethnicities and socio-economic status, however it is common to see ...view middle of the document...
A person with dyslexia can also have trouble in math which may include but are not limited to learning to count, recognizing numbers and learning math facts and computation. Some of the other symptoms can be difficulties with breaking words apart, weak fine motor skills and learning to write letters, numbers and even their own name. With adequate tutoring a child with dyslexia can become a passionate and enthusiastic reader and writer (NCLD Editorial team, 2014).
Differentiation between ELL and Learning Disabilities
Determining whether a child has a learning disability or if it is a language barrier can be difficult. A teacher must thoroughly evaluate the child before recommending him or her for a referral. The differences between the learning disability and the second language may be confusing. However, a child with a second language does not interfere with the child’s academic progress like it does with a child that had a learning disability. The problems for a dyslexic child persist over time, meanwhile with a second language the problems will improve in a short period of time. A child with a learning disability may show good oral language but not written language but an ELL child will be equal in these areas. The most noticeable difference between ELL and Learning disabilities is the inconsistency of a child with a learning disability. They can get it one day but the next day be completely lost.
Differentiated Instructional Strategies
Teaching a student with dyslexia can be a challenge, therefore teachers will need to create differentiated instructional strategies to meet the students individual learning needs. Students with Dyslexia have difficulty prioritizing and remembering long list of instructions. Teachers should provide one direction at a time; this ensures that students do what they have been asked for and lowers frustration levels. Teachers engage students with multi-sensory instruction that will use different areas of the brain. By using visual, auditory and kinesthetic cues, a student with dyslexia makes brain connections that help them absorb information better. Before beginning a lesson the teacher can provide a preview of the concept, helping the child with dyslexia organize information. During the lesson it is good to repeat the concept more than once as this helps the child with dyslexia remember the concept easier. Students with dyslexia need time to process the information provided to them therefore it’s important to slow down and ask questions. Lastly, a child with dyslexia can have difficulty with abrupt changes of activities. Teachers need to let students know when an activity is coming to an end by counting down the minutes starting by five; this will avoid frustrations.
Strategies for Families and Colleagues
Helping a child with dyslexia to do their homework and projects can be a challenge for parents and family members. Parents of a child with dyslexia can help them improve their school experience by keeping an...