By Michael Farrell
Offering valuable practical advice, this e-book provides the traditional lecture room instructor with enough information to equip them with a number of innovations to take on daily school room events. This e-book expertly publications the reader through:
* felony and coverage contexts
* phrases and definitions
* interventions and cause
* ways with regards to assorted curriculum topics
* provision for dyscalculia and acalculia.
Taking into consideration contemporary coverage adjustments, and with an emphasis on what works within the school room, this publication will end up a pragmatic, readable and valuable source for the busy practitioner.
Read Online or Download The Effective Teacher's Guide to Dyslexia and other Learning Difficulties: Practical Strategies PDF
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Extra info for The Effective Teacher's Guide to Dyslexia and other Learning Difficulties: Practical Strategies
Net), which introduces letter sounds and then their blends in teaching reading. Listening to consonant sounds in different positions can be taught and practised. For example, the pupil would listen for the ﬁnal consonant in the words, ‘dog’, ‘log’ and ‘doll’ or the initial consonant in ‘pit’, ‘pot’ and ‘dot’ and identify the odd one out. Multi-sensory teaching and learning may help auditory processing difﬁculties. If a child with dyslexia ﬁnds it more difﬁcult to learn from hearing spoken language, this can be accompanied by information involving other modalities such as visual, kinaesthetic and tactile.
An important point about the associated difﬁculties is that they often relate to sub-skills of reading, writing and spelling that need to work together for these activities to be effective. If one or several sub-skills are dysfunctional, then the pupil may ﬁnd it hard to improve the skill while at the same time having to maintain the other component skills of literacy. In developing literacy skills, the pupil has to: ◆ ◆ ◆ ◆ ◆ ◆ process phonological aspects of speech; process auditory input as part of learning (and where it is weak use other modes to assist); retain information in short-term memory while it is processed; use co-ordinated movements for handwriting; organise information, for example when reading; sequence information, for example words when reading and letters when writing; 36 Dyslexia: interventions ◆ ◆ orientate letters correctly, for example for writing and spelling; visually focus on words effectively and track words across a written page; ◆ auditorily discriminate, sequence, blend and segment sounds in words.
In so-called exclusionary deﬁnitions, dyslexia is not considered to be caused by general intellectual impairment hence its designation as a speciﬁc not a general learning difﬁculty. Neither 26 Dyslexia: characteristics is it considered that it is brought about by sociocultural constraints or by emotional factors. Among the factors associated with dyslexia are phonological difﬁculties, difﬁculties with information processing, memory and co-ordination, organisational difﬁculties, problems with sequencing and orientation, visual difﬁculties and auditory processing difﬁculties.