Dyslexia. One Way Forward.by Dyslexia Toby © 2015
Children with dyslexia (dysgraphia,dyscalculia, dyspraxia)so often struggle with academia, full stop.
They however are very inquisitive; they also have very good long term memories. On the flip side, their short-term memories are very weak!
So what do we do! We focus on their long-term memory as a principle learning tool.
Many children incorrectly overcome the reading in some cases.
Why incorrectly? They skip or replace words depending on how the storyline is going.
Is this a problem! Yes. If we allow children to replace or skip words while reading, they will tend to skip words when they are reading important documents like exam papers or written instructions. Reading maps requires a degree of orientation, this is an area dyslexics are okay with, they have almost an instinctive knack of knowing where North is.
We need to look at the cause and produce an effect.
Many parents accidently overlook the need for work with reading as their children pick up books and read. It’s only when you stand behind or sit beside your child will you see how many words they skip.
Shared reading can also highlight problems!
Most of us have seen the talent in our children and dare I say it in ourselves; we are very practical people.
If people use a myriad of ways, we can learn most things and to a very high standard.
I wonder why few have picked this up during their time tutoring us.
The Germans have a very good second level model, they recognise the students strengths be it academia or creative.
The children are guided into specific centres that specialise in these areas of the curriculum; they are still given tuition in the secondary area.
They as far as I am aware have not linked this to a pattern of brain/learning types.
As mentioned earlier we need to accommodate the child in the style that best suits them.
We specialise in breaking problems down into manageable chunks and then repeat that same problem from several angles.
This style of learning promotes both learning and retention. We can all remember watching a program or reading a book, only to forget the whole thing. On the other hand we can remember the opposite, yes we glean every minute detail, why! We were not stimulated in the first instance and stimulated in the later.
You have probably seen your child stuck on homework and yet able to construct the most amazing things at home; why…stimulation!
Try and bring to his teacher/tutors attention the areas they have excelled in; pennies might drop.
Children with dyslexia (dysgraphia,dyscalculia, dyspraxia)so often struggle with academia, full stop.
They however are very inquisitive; they also have very good long term memories. On the flip side, their short-term memories are very weak!
So what do we do! We focus on their long-term memory as a principle learning tool.
Many children incorrectly overcome the reading in some cases.
Why incorrectly? They skip or replace words depending on how the storyline is going.
Is this a problem! Yes. If we allow children to replace or skip words while reading, they will tend to skip words when they are reading important documents like exam papers or written instructions. Reading maps requires a degree of orientation, this is an area dyslexics are okay with, they have almost an instinctive knack of knowing where North is.
We need to look at the cause and produce an effect.
Many parents accidently overlook the need for work with reading as their children pick up books and read. It’s only when you stand behind or sit beside your child will you see how many words they skip.
Shared reading can also highlight problems!
Most of us have seen the talent in our children and dare I say it in ourselves; we are very practical people.
If people use a myriad of ways, we can learn most things and to a very high standard.
I wonder why few have picked this up during their time tutoring us.
The Germans have a very good second level model, they recognise the students strengths be it academia or creative.
The children are guided into specific centres that specialise in these areas of the curriculum; they are still given tuition in the secondary area.
They as far as I am aware have not linked this to a pattern of brain/learning types.
As mentioned earlier we need to accommodate the child in the style that best suits them.
We specialise in breaking problems down into manageable chunks and then repeat that same problem from several angles.
This style of learning promotes both learning and retention. We can all remember watching a program or reading a book, only to forget the whole thing. On the other hand we can remember the opposite, yes we glean every minute detail, why! We were not stimulated in the first instance and stimulated in the later.
You have probably seen your child stuck on homework and yet able to construct the most amazing things at home; why…stimulation!
Try and bring to his teacher/tutors attention the areas they have excelled in; pennies might drop.
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Toby Lee, © 2015
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