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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