Dyslexia
A Dyslexic Child in the Classroom
A guide for teachers and parents.
© 2000, Patricia Hodge Dip.spld(dyslexia)
Proficient reading is an essential tool for learning a large part of the subject matter taught at school. With an ever increasing emphasis on education and literacy, more and more children and adults are needing help in learning to read, spell, express their thoughts on paper and acquire adequate use of grammar.
A dyslexic child who finds the acquisition of these literacy skills difficult can also suffer a lot of anguish and trauma when they may feel mentally abused by their peers within the school environment, because they have a learning difficulty. Much can be done to alleviate this by integrating the child into the class environment (which is predominantly a learning environment) where he/she can feel comfortable and develop confidence and self esteem.
Class teachers may be particularly confused by the student whose consistent underachievement seems due to what may look like carelessness or lack of effort.
These children can be made to feel very different from their peers simply because they may be unable to follow simple instructions, which for others seem easy. It is a class teacher's responsibility to provide an atmosphere conducive to learning for all pupils within their class.
Class teachers need to have an understanding of the problems that the dyslexic child may have within the classroom situation. Hopefully, with this knowledge, a great deal of misunderstanding of a child's behaviour can be prevented. In a positive and encouraging environment, a dyslexic child will experience the feeling of success and self-value.
Of particular importance is an understanding of the problems that poor auditory short term memory can cause, in terms of retaining input from the teacher.
Examples of poor auditory short term memory can be a difficulty in remembering the sounds in spoken words long enough to match these, in sequence, with letters for
A guide for teachers and parents.
© 2000, Patricia Hodge Dip.spld(dyslexia)
Proficient reading is an essential tool for learning a large part of the subject matter taught at school. With an ever increasing emphasis on education and literacy, more and more children and adults are needing help in learning to read, spell, express their thoughts on paper and acquire adequate use of grammar.
A dyslexic child who finds the acquisition of these literacy skills difficult can also suffer a lot of anguish and trauma when they may feel mentally abused by their peers within the school environment, because they have a learning difficulty. Much can be done to alleviate this by integrating the child into the class environment (which is predominantly a learning environment) where he/she can feel comfortable and develop confidence and self esteem.
Class teachers may be particularly confused by the student whose consistent underachievement seems due to what may look like carelessness or lack of effort.
These children can be made to feel very different from their peers simply because they may be unable to follow simple instructions, which for others seem easy. It is a class teacher's responsibility to provide an atmosphere conducive to learning for all pupils within their class.
Class teachers need to have an understanding of the problems that the dyslexic child may have within the classroom situation. Hopefully, with this knowledge, a great deal of misunderstanding of a child's behaviour can be prevented. In a positive and encouraging environment, a dyslexic child will experience the feeling of success and self-value.
Of particular importance is an understanding of the problems that poor auditory short term memory can cause, in terms of retaining input from the teacher.
Examples of poor auditory short term memory can be a difficulty in remembering the sounds in spoken words long enough to match these, in sequence, with letters for