Teaching Strategies for Teaching Students with Dyslexia

Teaching Strategies for Teaching Students with Dyslexia

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Teaching Strategies for Teaching Students with Dyslexia
Humiliating for a child or an adult to not be able to read. How a teacher handles this situation will carry through an entire lifetime. Each child learns and develops at their own pace and reading is not considered any different from any other skill-

building. It is common for kids to see reading as challenging during one moment or another. But if at some point students consistently struggling that leaves a child lagging behind his colleges, then that child may be suffering from a learning

disorder that is recognized as dyslexia. This problem is mostly associated with a difficulty to read and recognition and manipulation of the sounds in language. Kids who are suffering from dyslexia may end up having a challenging moment

when it comes to decoding new words or breaking them down into manageable chunks they can eventually sound out. This brings about difficulties with the reading, spelling of words, and writing capabilities.

Teaching Strategies for Teaching Students with Dyslexi
Through help and language strategies these students living with dyslexia can be able to learn faster and develop more capabilities in reading and thrive academically (Mills, 2017). It is estimated that in a group of five children, one of them is

living with a dyslexia disorder. Most experts used to say that dyslexia used to occur mostly in boys as compared to girls, but currently the research that has already been undertaken, proves that dyslexia affects both boys and girls in an equal

measure.

Teaching Strategies for Teaching Students with Dyslexia
One of the reasons why the school districts are supposed to come up with new strategies concerning the teaching process to students struggling with dyslexia is that this disorder does not only affect the child’s ability to read but also it

affects their self-esteem as well. By revising some of the strategies that they use in dealing with these cases will assist students greatly in building up well their self-esteem. Students mostly end up suffering from low self-esteem since they

worry that there is something that is not going well with them. Most of these students even reach to a point of being accused of not pushing it hard enough in learning on how to read and write. So, school districts are meant to ensure all of this

happen by assisting them in discovering that they are more than smart and capable of becoming the best of themselves.
By incorporating other strategies when teaching students with dyslexia, will help teachers in recognizing those activities that these students living with dyslexia disorder enjoy and feels good getting involved in whether it is getting into sports,

music classes, or any other activity that will play a huge role in boosting these students’ level of confidence.
Many individuals suggest that with an early identification this might turn into being the primary key to defeating dyslexia. So, the incorporation of more strategies when it comes to teaching the student living with dyslexia will assist mostly in

identifying most of these students who are mostly left unidentified or diagnosed with dyslexia.

Students suffering from dyslexia at a time they may end up possessing some behavioral issues because of auditory processing or dues to executive function deficits (Reading Recovery, 2017) They also might end up misbehaving to avoid any

form of an embarrassment of failing when reading audibly. If the teacher responsible for that student assumes that the reason behind the reading issues is because of attention problems, their dyslexia may go unrecognized early enough. With the implementation of the best strategies, this is something that can easily be identified and diagnosed early.

It is right to conclude that there is an urgent need for the incorporation of more strategies by the school districts in relation to teaching students suffering from dyslexia and how to intervene much early enough concerning their educational

process. The urgency also for deeper training initiatives for teachers focusing specifically on dyslexia is supposed to be given the priority. Lack of training on teachers has appeared to be the primary reason for the massive increment of cases

of students living with dyslexia both who are identified and those who are not identified.

Teaching Strategies for Teaching Students with Dyslexia

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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