Various Ways In Teaching Dyslexic Students

Name: Course: Tutor: Date: Teaching Dyslexic Students It is a broad misconception that dyslexia is a reading disorder amid the extensive literature related to teaching dyslexic students. If truth be told, students with dyslexia are challenged when speaking, spelling, and writing. Teachers who understand the complications are well equipped with the needed resources to help such students. Learning institutions can use the available academic resources to help students with dyslexia attain academic success. This paper will discuss the various ways in which teachers can implement and highlight the multiple indicators and characteristics of dyslexia, and the economics of education. Identification of dyslexia among students is important before deciding which academic accommodations are the most applicable. Thus, it is essential to understand the misconceptions about dyslexia, explore the existing academic accommodations and solutions to find a new intervention that helps in teaching dyslexia. Education can be considered as both a process and a product, depending on the prevailing circumstances. As a product, education is supposed to yield some tangible results such as skills, knowledge and values which are a result of learning. Most of the scholars have indicated that the knowledge, which is acquired, leads to wisdom. It, therefore, becomes a product if at all it could be assimilated into the larger society and culture (Srivastava, 6). Education as a process is when an individual can acquire and develop the intellect, cultural and social understanding, critical thinking ability and the ability for one to understand the self. Education is always a continuous activity that is dynamic in which, individuals can utilize their own experiences to handle the existing challenging situations and learn new approaches to managing new challenges, which occur with, time. The life of children is influenced by the education quality they get exposed to (oecd.org, 14). Schools target to offer children the right skills, knowledge and the necessary interpersonal skills which are crucial for their early development, adulthood and the offerings to society and economy. A school has a unifying environment which provides for uniformity to all children in attendance. Studies have indicated that most of Organization for Economic Co-operation and Development (OECD) countries still have disparities in the provision of education which is a basic recipe for success in the future life of the students in attendance (oecd.org, 14). Education is supposed to be an all-inclusive process in which the objective of OECD is to ensure that all children access quality education. The high performers in education have seen the need to have both equity and quality upheld. Social and economic inequalities lead to a dismal performance in most of the OECD countries (oecd.org, 15). A closer survey indicates that 1 in every youngster scores below the expected level. Most of the OECD countries have failed the test of literacy in the sense that the majority score over 25%. The percentage reached by those students in OECD countries that score little in reading proficiency stands at 40%. One can assume that their skills are also a mess. The highest pointer for dropout is the dismal performance, or low grades regularly scored by a student. The second indicator for potential dropout is the average student behavior. 25% of students in OECD countries develop a negative attitude towards education at a tender age of 15 years whenever they experience profound emotions about their performance in school and other related concerns (oecd.org, 19). Other behaviors such as alcohol and drug abuse, and juvenile delinquency. The third aspect is the students’ family background. Single families with no sufficient incomes, families with a negative attitude towards education and low education of parents can hinder the progress of the students in school work. Studies indicate that households earning 50% less than the country’s median income such as Turkey, Germany, Austria and Luxembourg, went up substantially and such this affected the schooling of their dependents (oecd.org, 20). Fourthly, the school’s resources, structures and practices also play a significant role in discouraging the students to stick in schools. This includes aspects such as discipline, extra-curricular activities, teacher-student relationship and pedagogical practices. They indeed have an impact on the motivation of the students. The fifth aspect is concerned with policies in the educational system such as insufficient placement options for attachment and violence in school. Finally, the conditions of the labor market also impact on the student involvement with the school. Some of the labor markets such as construction tourism industries which are seasonal could discourage the students and as such lead to increased dropout rates. They also act as motivators for a student to drop out of school because they do not require much of skill training and can promote independence because of economic enhancement. There is no universal definition of dyslexia because the defining process has been a complex and highly contested area. As such, dyslexia in education is an ever-growing topic that has attracted the interest of many scholars. Students with dyslexia may have a unique range of abilities and difficulties related literacy learning (About Dyslexia, 3). However, research from as early as the 20th century has considered phonological processing as the central feature of the difficulties that students encounter (About Dyslexia, 3; Kazakou, 34). It is important to find the benefits of early identification of dyslexia or any literacy difficulties because literacy is the foundation of learning, especially academic knowledge. The exact cause of dyslexia is not known, albeit the various anatomical and neurological research showing differences in the way the brain of a student with dyslexia develops and functions. The definition of dyslexia varies due to the divergent characteristics and indicators since previous studies have associated difficulties in academic achievement spectrums. Describing dyslexia regarding various indicators and characteristics is helpful for screening and identifying students who are showing signs of learning disabilities in future (About Dyslexia, 6). One of the common indicators for dyslexia is students who have very poor reading; messy handwriting that features poorly formed letters, poor sense of rhyme, and difficulties in understanding certain spoken words such as grammatical awareness and understanding vocabulary. Most students with dyslexia may exhibit poor self-esteem and confidence, have trouble finding a word in the dictionary, and may struggle with writing down their ideas (About Dyslexia, 6). General and specialized education professionals are always seeking better accommodations that foster the learning and management of a class with varying strengths in learning. Understanding the indicators and characteristics of dyslexia provides a framework for assisting students with learning difficulties to attain academic success. It is important for educators to decide which accommodations are reasonable to ask teachers in any classroom setting. Students should spend most of the school time engaging with different learning materials while most of the available resources provide teachers with limited instructions for learning activities in a class where students have different learning rates. One of the accommodations that can be used by teachers, volunteers and teachers is clarifying written directions. Sometimes, the provided directions are written in paragraph form and contain various units of information. Improper application of such an accommodation can be overwhelming to the student. Another accommodation that can be used to teach students with dyslexia is blocking of extraneous stimuli so that the focus of the student can be focused on a particular word or sentence (Dyslexia in the Classroom, 7). If the student is distracted by virtual stimuli on a full worksheet or page, a teacher can use a plain paper to cover the other sections that are not being read. In this accommodation, the teacher can use line markers to aid reading, and windows can be used to show separate math problems. Also, the use of large fonts and increased spacing can help to separate different sections. Students with learning problems may not receive the needed practice activities that allow them to develop mastery of selected skills. Resources that provide students with additional opportunities to practice writing target words, which involves repletion or use of the word in different contexts. A teacher may decide to offer students with audio recording so that students with learning difficulties can use it while reading the text. Templates should be provided to students in a normal classroom to write down notes a...