W16.1 Reflection- Dyslexia

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Florida International University *

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4150

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Psychology

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Jan 9, 2024

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1 Sanchez, Cassandra Florida International University W16.1 Reflection: Dyslexia Cassandra Sanchez RED 4150: Content and Methods of Teaching Beginning Literacy

2 Sanchez, Cassandra Professor Maria Tsallikis, Ed.D. 1. Despite having ordinary to above-average intellect and getting appropriate teaching, dyslexia is a neurodevelopmental disease defined by problems learning to read, write, and spell. It is caused by abnormalities in how the brain interprets language, not by a lack of intelligence, eyesight, or hearing. Phonological processing, or the ability to identify and work with spoken language sounds, is a common area of difficulty for people with dyslexia. Difficulties with word decoding, sight word recognition, and precise spelling are among the main characteristics of dyslexia. The capacity to recognize and modify particular sounds in words—a skill known as phonemic awareness—can also be problematic for those with dyslexia. Fluency, comprehension, and general academic achievement can all be impacted by these issues with reading. 2. Think about the students you've observed and/or interacted with during your field experience. Have you noticed any signs of dyslexia? Yes, There is one girl I noticed who is showing signs of dyslexia because: 1. Difficulties with reading: She is having trouble decoding words, identifying sight words, and is reading slowly. 2. Spelling difficulties: she frequently struggles to spell words correctly. 3. Sequencing difficulties: She finds it difficult to comprehend and retain the order between numbers, letters, or occurrences. 4. A messier and uneven handwriting style 3. If you observed any signs of dyslexia, what types of strategies would you recommend based on your observations from the field? 1. Multisensory Teaching: Incorporate techniques that appeal to a variety of senses into your courses by mixing visual, aural, and tactile components. 2. Structured Literacy Approach: Place a strong emphasis on methodical and detailed teaching of word recognition, decoding, and phonics. 3. Assistive Technology: To enhance reading comprehension, use resources like software that interprets texts or audiobooks. 4. Individualized Instruction: Adapt classes to the unique learning preferences and rates of each student, offering more help as required. 5. Positive Reinforcement: To increase self-esteem and drive, acknowledge and appreciate minor victories. 6. Lessen Reading Load: To lessen the heavy dependency on reading, offer substitute media, such as audio resources. 7. Increased Time and Versatile Assessments: To meet the demands of each individual, give assignments more time and take into account different evaluation techniques. 8. Cooperation with Specialists: To create a thorough support plan, collaborate closely with parents and special education specialists.

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