It is the teacher's duty and responsibility to recognize the students' special needs, because the parents do not often disclose this information upon registration, even though they might be asked to. Our job is not to tell the child or the parent that he or she might have dyslexia (or any other learning difficulty), but to try to register it as early as possible, and give the child the solutions to absorb the curriculum in their own specific way. Sometimes, we will resort to other media, apart from the 'good old' paper'n'pencil, in order to enable the child to understand and show the retention of the vocabulary and structures learned in each unit.
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ReadingAs the reading process is two tiered, decoding the letters into sounds and understanding the pronounced words as a significant idea communicated in the sentence, the student will often struggle to succeed in the first, while missing out the second tier. The comprehension of the text will be poor. If there is a repeated irregular word in the text, the student will often mispronounce it every time.
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WritingThis VIDEO will explain the detection process of students' written production. The dyslexic students are often reluctant to write, doing the bare minimum required, if any. They sometimes have an unusual pencil grip, and seemingly no control over how firmly the pencil writes. As a result, they will complain about the pain in the hand or arm, the writing will look inconsistent, and the words will rarely stay on the line. |
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If you wish to make a more systematic decision to gather evidence, that will support your discussion with parents, you may find this observation chart useful:
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