Learning to read can be a very exciting time, and it can also be very intimidating for the young child. Recently, I had a discussion with a young mother about teaching her young children to read. She is an awesome mother, and has chosen to educate her children at home. Once that decision was made, she set off searching for the 'right' curriculum. As she combed through one after another, she ended up with a pile of many things that looked good, but still had no answers in sight. She was so very frustrated by the end of her search, and even more confused than when she began, that she became convinced that she cannot teach her child to read. My heart went out to this mother so I decided to address it here. In teaching a young child, there …show more content…
Their senses are coming alive, and ours are going in the opposite direction. You and I might walk across the yard and see the toys left in the yard and hear a siren in the distance; whereas, our child may hear the birds and smell the lilacs in the air and not notice the toys OR the sirens. We are in two different places in life and our focus has changed due to life circumstance. Believe it or not, most children are right-brained from the beginning. Meaning, they bond with and are sensitive to the "gestalt," a German word meaning "the whole." We in our busy-ness and our all important distractions, force children into the parts. We load them up with too many details and expect them to come out seeing the whole, but WE are the tool which distract their focus as God created them to be. Taking all of this into consideration, let us get back to the simplicity of the child's motor functions. Strip away all of the many choices and take it down to a level of simplicity. For instance: Some curricula tell us to present to the child: A says "a" in apple. and to show them a photo of an …show more content…
Look at all of that information you are putting before that child. NO! Hold up a simple card with one simple ..a.. on it and say, "a." Do not add anything to it. Let them hear that simple sound while seeing that little shape. Do not put a bunch of information with it. Dyslexia is more often than not CAUSED in a child via teaching METHODS. Many other reading problems result from over stimulation in the teaching methods themselves, too many to cover here. The more stimulation in a learning to read program, the more information there is to distract a child from the basic sounds of the figures which represent letters. First, they must learn the basic sounds, eventually on their own, they will desire to copy those figures just as they draw you and I. Reading will come on its own as they become acquainted with the true sounds of those figures. They will automatically make the association as time unfolds. Just like they learn that the large ice cream cone standing in front of their favorite ice cream store, represents that icy cold, yummy treat, they will associate the "a" sound in many words. IF WE DO NOT DISTRACT THEM with too much to pay attention
Before we can expect people to alter their perceptions, they must understand what it is. Dyslexia is a learning disability linked to those who struggle with reading. Although, it seems pretty simple, dyslexia is extremely challenging to identify because it is not defined by one specific thing. Moreover, it includes a wide array of difficulties such as: trouble spelling words, reading quickly, writing out words, “sounding out words in” head, pronunciation and comprehension.
The exact cause of dyslexia is unknown. However, researchers believe dyslexia is a reading disability with underlying genetic, developmental and neurological causes (8). People with dyslexia have trouble reading despite normal or high intelligence and exposure to sufficient language instruction. Specific reading problems apparent in dyslexia include reversal of words and letters, difficulty in pronouncing new words, difficulty in making a distinction between similarities and differences in words (on for no), and difficulty in discerning differences in letter sounds (ten, tin) (2).
Too frequently dyslexia, dyscalculia, and dysgraphia are clumped together and thought to be the same problem. In reality, the three issues are similar but also constitute many of their own distinct complications. Dyslexia is manifested not only in seeing letters backwards and upside down but is the inability to decipher sounds and letters or shapes. “Dyslexia reflects a deficiency in the processing of the distinctive linguistic units, called phonemes, that make up all spoken and written words.” (Shaywitz pg98) This makes it difficult for the child to sound out words phonetically to read fluently; they might also struggle with remembering
I want to share the experience that I got from reading to the little kids in Washington school. This had been my first time doing community service so I was a little nervous, I didn't think that the kids where going to like me. But when I go to the school and saw the lovable little kids I felt much better. When we got into little groups and started reading they started hugging me and reading along. They made me feel good and I was ready to come back next Thursday. This was the greatest experience that I had ever had, I felt like a teacher and it fells great to have those little kids liking you.
Dyslexia has been a commonly known problem in the Unites States. Even though, dyslexia is a mental problem that causes disabilities in reading, most people do not know the truth about it. There have been movies where a person with dyslexia sees letters moving around, yet people with dyslexia do not have disabilities like moving letters around. The truth is that there are plenty of misconceptions. The myths going around of what dyslexia supposedly is, is not the truth. These myths are just misconceptions and the truths about dyslexia are more complex than what it seems like. Dyslexics have different learning processes and different ways of handling the problems at hand.
Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read.
This is a subject and disorder near and dear to my heart. My personal experience with dyslexia, with myself and my daughter, has given me great insight into what dyslexia is, what the signs are, and how soon you can detect the potential for problems. It is not always the case that dyslexia is the sole source of reading and reading comprehension difficulties, there are other disorders that can exist at the same time, and this is important to know in order to help students improve their reading abilities. But, dyslexia will not only affect reading abilities and reading comprehension. It can affect writing, spelling, math, memory, listing comprehension, self-esteem, social skills, the ability to understand sarcasm, understanding spatial concepts,
Many of us can identify with struggling at least once during our school years. Imagine struggling every day and in every class just cause your learning strategy is not the same as everyone else. Dyslexia is a specific difficulty with learning how to read or write in nearly 3.5 million American children (Dyslexia Research Trust). This difficulty originates in children who are normally intelligent and receive adequate teaching; however, they are not able to process information as efficiently as regular learners. Dyslexia is an inherited condition, which children inherit from parents or family members. The condition results from abnormal nerve cells usually inherited which make children vulnerable to immune factors affecting brain development and causing deficiency of Omega-3. Dyslexia begins to become a problem when children are learning to read and write but, many children show signs of dyslexia before learning to read Dyslexics have problems concentrating in the classroom, pronouncing words properly and visualizing words. Many individuals often identify dyslexic people as people who...
Dyslexia is one of several distinct learning disabilities. It is a specific language based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by ...
Dyslexia is a very common learning disorder that affects more than three million cases reported every year. It can also be referred to as a language based learning disability. Dyslexia is a disability that impairs one’s ability (usually identified in children) to read and interpret different letters/words. It cannot be cured and is generally a lifelong condition but can be treated with therapists/specialists. This disorder does not translate to poor individual intelligence, just simply an individual that struggles in an area of learning. More often than not, this disability can be self diagnosed by an adult. This disorder is the most common learning disability in American children. Although, scientists cannot pinpoint the percentage of children
The point that I am trying to makes: if you have a child or are involved in a childs life, watch how he/she says or writes abc's or 123's. Know the signs, if they are getting letters or numbers mixed up, such as, 2 and 5, 3 and s, 7 and L, w and m, 12 and 21, 19 and 91, excetra. If he/she does display difficulties with letter's and number's, please recommend them to be tested!
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
The preoperational stage last from two to seven years. In this stage it becomes possible to carry on a conversation with a child and they also learn to count and use the concept of numbers. This stage is divided into the preoperational phase and the intuitive phase. Children in the preoperational phase are preoccupied with verbal skills and try to make sense of the world but have a much less sophisticated mode of thought than adults. In the intuitive phase the child moves away from drawing conclusions based upon concrete experiences with objects. One problem, which identifies children in this stage, is the inability to cognitively conserve relevant spatial
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission