the dyslexic reader 2000 - issue 20
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DESCRIPTIONA Dyslexic Child Within the Class
Dyslex ic Read er Vol. 20
Davis Dyslexia Association International
Issue 1 2000
A Dyslexic Child Within the Class a guide for teachers and parentsby Patricia Hodge roficient 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 anguish and trauma, particularly when they may be mentally abused within the school environment because they have a learning difficulty. Much can be done
PAnthony Balinton with Dorothy Owen at the Reading Research Council, on his graduation day.(see story page 10)
Davis Learning Strategies Teacher Workshops - Year 2000 ScheduleJune1-4 9-12 19 - 22 26 - 29 26 - 29
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 teachers responsibility to provide an atmosphere conducive to learning for ALL pupils within their class.Continued on page 3
LocationBasel, Switzerland Hamburg, Germany Richmond, Virginia Des Moines, Iowa Burlingame, California Bedford, Texas Bellingham, Washington Basel, Switerzland
PresentersSharon Pfeiffer and Bonny Beuret Sharon Pfeiffer and Sonja Heinrich Elizabeth Davis Mary Kay Frasier Sharon Pfeiffer Sharon Pfeiffer Marlene Easley Bonnie Beuret
In This IssueNews & Feature Articles:A Dyslexic Child Within the Class . . . . . . .1 Year 2000 Teacher Workshop Schedule . .1 Can You Hear Your Childs Cry? . . . . . . . .2 My Reading Buddy . . . . . . . . . . . . . . . . . . .4 Success Story . . . . . . . . . . . . . . . . . . . . . . .5 News from Dyslexia, the Gift Website . . . .7 My Boss is About to Guess . . . . . . . . . . .10 Grate? Graet? Great News . . . . . . . . . . . .10
July11 - 14 July
November18 - 21 Call 1-888-805-7216 toll-free or email firstname.lastname@example.org for a brochure, costs and further details. u
Regular Features:Alex PDQ . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Book Review . . . . . . . . . . . . . . . . . . . . .4 & 5 Newly Licensed Facilitators . . . . . . . . . . . .8 Davis Providers . . . . . . . . . . . . . . . . . . . . .11
THE D YSLEXIC READER
Can You Hear Your Child's Cry?The house is so quiet the time draws near Soon he'll be home to shed some more tears He comes home from school with tears in his eyes You ask him what's wrong He continues to cry He gets out his book and opens the page The look on his face turns to sorrow and rage He says, "This is too hard". "I'm stupid, I know." "the other kids can do it" "But, I'm just too slow" The teacher tells me that I just don't care She says "if youre not going to try, then why are you here"? Then the call comes The schools on the line Your son has a problem He's falling behind You go to the school They say "He can't stay on task" This class is too hard You must send him back Back he goes one more grade This isn't helping a mistake has been made When he's finally tested the fact becomes known The child is Dyslexic He's not just slow So if your child has a problem and you don't know why I'm asking you now Can you hear your child's cry? - Bonnie Seiser West Fork, AR
Dont miss Alexs latest adventures each week at: http://www.dyslexia.com/alexpdq/
Created by: Adrienne Kleid, 10 yrs. old. Adrienne attended a Davis Dyslexia Correction Program in the Spring of 1999. Since then, she has mastered 112 words and has completed 2 years progress in reading in 1 year. Adriennes collage is now framed in the Reading Research Council for display.
The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245, Burlingame, CA 94010 USA +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all peoples abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis, Abigail Marshall, Michele Plevin. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: email@example.com INTERNET: http://www.dyslexia.com/ The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction, Davis Symbol Mastery , Davis Orientation Counseling are registered trademarks of Ronald D. Davis. Copyright 2000 by DDAI, unless otherwise noted. All rights reserved.
THE D YSLEXIC READER
In The Classcontinued from page 1
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 childs behavior 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 spelling. Often children with poor auditory short term memory cannot remember even a short list of instructions. u
Patricia Lynn Hodge lives in Oman, and is a teacher and parent of a dyslexic child, who holds a Diploma in teaching Specific Learning Difficulties/Dyslexia' using traditional methods. She is currently studying to become a Davis Facilitator through DDA-France. Pat has brought Davis methods to her local school system, where she has worked with several students, and continues to work with other teachers to assess her students and document the rates of progress with Davis methods.
The following items should provide useful guidelines for teachers and parents to follow and support: In the class: Of value to all children in the class is an outline of what is going to be taught in the lesson, ending the lesson with a resume of what has been taught. In this way information is more likely to go from short term memory to long term memory. When homework is set, it is important to check that the child correctly writes down exactly what is required. Try to ensure that the appropriate worksheets and books are with the child to take home. In the front of the pupils homework book get them to write down the telephone numbers of a couple of friends. Then, if there is any doubt over homework, they can ring up and check, rather than worry or spend time doing the wrong work. Make sure that messages and day to day classroom activities are written down, and never sent verbally. i.e. music, P. E. swimming etc. Make a daily check list for the pupil to refer to each evening. Encourage a daily routine to help develop the childs own self-reliance and responsibilities. Encourage good organizational skills by the use of folders and dividers to keep work easily accessible and in an orderly fashion. Break tasks down into small easily remembered pieces of information. If visual memory is poor, copying must be kept to a minimum. Notes or handouts are far more useful. Seat the child fairly near the class teacher so that the teacher is available to help if necessary, or he can be supported by a well-motivated and sympathetic classmate.
Copying from the blackboard: Use different color chalks for each line if there is a lot of written information on the board, or underline every second line with a different colored chalk. Ensure that the writing is well spaced. Leave the writing on the blackboard long enough to ensure the child doesnt rush, or that the work is not erased from the board before the child has finished copying.
Reading: A structured reading scheme that involves repetition and introduces new words slowly is extremely important. This allows the child to develop confidence and self esteem when reading. Dont ask pupils to read a book at a level beyond their current skills, this will instantly demotivate them. Motivation is far better when demands are not too high, and the child can actually enjoy the book. If he has to labor over every word he will forget the meaning of what he is reading. Save the dyslexic child the ordeal of having to read aloud in class. Reserve this for a quiet time with the class teacher. Alternatively, perhaps give the child advanced time to read pre-selected reading material, to be practiced at home the day before. This will help ensure that the child is seen to be able to read out loud, along with other children Real books should also be available for paired reading with an adult, which will often generate enthusiasm for books. Story tapes can be of great benefit for the enjoyment and enhancement of vocabulary. No child should be denied the pleasure of gaining access to the meaning of print even if he ca