Our beloved memory game is now available online!
MEMORY GAME You can create your own based on the relevant vocabulary, that is not only picture-based. The memory game can also be sequencing the cards (pictures, colors, letters, words), covering it, and the student guesses the correct sequence. In order to help the students retain the new vocabulary, we can use hand gestures to help them memorize efficiently. The gestures will reflect the enunciation and pronunciation, as well as perhaps the semantics. This falls into the criteria that the instruction be phonetic-kinesthetic, where the sounds are linked to the movement, thus creating stronger memory imprint.
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Some childhood activities we used to do with our friends in pre-school and in the first few grades aim exactly at that: they establish strong connections between right and left brain hemisphere. The dyslexic brain has a largely developed right brain hemisphere, while the left one (where the 'language centres' are located) is not covered by strong neural paths. Overcompensation of the right brain leads to even weaker left, which should be addressed in order to slow down the trend.
Some activities that we can incorporate into the foreign language classroom and that will address this issue are:
For both groups of struggling readers, it is advised to use teaching methods that are structured, multisensory, metacognitive, and they have the phonic approach. However, in an inclusion classroom of 15-20 students, of which only two of three might need special support, it is impractical and virtually impossible to cater to the special needs students all the time. It is possible, though, to incorporate some of the 'dyslexia-friendly' activities into the standard curriculum, so that those students will not feel frustrated with a pencil or text on paper. Consequentially, the activities that we do will loosely follow those principles, addressing the issues included in the poor-reading chain: from the left-right brain coordination, memory retention, to reading syllables and adding the visual aids to ease the reading process. The activities may be divided in groups:CoordinationMemoryRecognitionReadingYou can create your own varieties of activities based on the standard tools for detecting reading problems: Bell test, naming test, pseudo words, irregular words reading, or dotting test.
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AuthorMartina Matejaš is a teacher of English and Yoga. She is keen on understanding the mind-body connection as well as cracking the 'code' of thoughts-emotions-behaviour matrix. Archives
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