Dyslexia: A Parents' and Teachers' Guide (Parents' and by Trevor Payne
By Trevor Payne
This article is meant to be a convenient, sensible consultant to the academic problems encountered by way of little ones experiencing particular studying problems (dyslexia). it truly is aimed toward mom and dad of dyslexic kids and non-specialist academics who've those kids of their sessions.
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Extra info for Dyslexia: A Parents' and Teachers' Guide (Parents' and Teachers' Guides)
Example text
They need to be answered. The remainder of this chapter attempts to answer them by explaining the different ways children learn to read and the stages they normally go through to become readers. It looks at what can be expected at each stage. It shows how, in partnership, parents and teachers can help children become fluent readers. The Essentials of a Reading Programme Key Elements in a Reading Programme for Children with Moderate and Severe Specific Learning Difficulties The programme will be systematic, appropriate, structured, cumulative, thorough and multi-sensory: ·Systematic: the programme will be devised and followed consistently.
We are thinking of the kind of checklist which you will see pinned up on the library or supermarket noticeboard among the Neighbourhood Watch leaflets and advertisements for Line Dancing classes: Page 5 IS YOUR CHILD DYSLEXIC? it might say, and then will continue: DOES HE OR SHE WRITE LETTERS BACK TO FRONT? IS HE OR SHE BEHIND THE REST OF HIS/HER CLASS IN READING? DOES HE OR SHE FORGET THINGS? and so on. Such notices will often ask if the child has difficulty remembering things like telephone numbers or multiplication tables.
There will still be a tendency to read word by word. 8-9 Children are gaining in experience and growing in confidence. Longer, more complex books are chosen and there is less reliance on picture cues than before. This is a time of consolidation. 9-10 The mechanics of reading are largely mastered. Reading is being used confidently in other subjects across the curriculum. Children can read silently for pleasure and extract information from simple reference books. Being read to is still enjoyed. 10-12 They are now confident and independent readers, able to cope with nearly all the reading encountered across the curriculum.