Helping a student with dyslexia?

Question

For your convenience i've spelled checked everything. Ok little bit of back story. I was a late in my Jinuor year of high school when I was "diagnosed" with this disablity. I loved it cause it gave me the idea that I might like chess, which i do so much... Anyways I have never found my "stroke." Seeing that most ppl find out early they found out things that worked. Unfortually I have not found a solid thing that does.

Now I am 22 and have another year of college. I study math cause it makes sense, but now I'm so far in math that I write proofs for my classes.

Problems:

1)My ideas don't get across in my writing(life story)

I use "I think" of, it, then, this ect. in ackward ways that don't convery my ideas.

2)I use a weird guess and check method, which is suplementlied intilarly on memory

3)I don't really read... I kind of make it up... for what the word looks like then make sure the word is correct (if that makes sense).

I need some methods that have worked! Have any?!!????

Answer 1

My son uses a Franklin speaking college dictionary. He types in his guess at a word and he gets several choices which it speaks. Then when he hears the correct word, he has it read the definition.

He also practices reading his college texts at home aloud. It helps to hear the language put together in proper sentence structure.

I convinced him to take public speaking early in college. He had an excellent professor who taught him how to outline his speeches. This taught him to organize his writing.

If you join a small study group that is discussion oriented you will have the opportunity to listen to others who speak eloquently. You will learn to pattern your sentence structure appropriately. It could even be a book study group at a local library.

When he was in third grade I had him tutored in the Orton-Gillingham method for reading. This continued through middle school. It helps because he had to write in cursive and learned the rules for word structure and how letters are strung together to make words. It is also based on sounds and he really had difficulty hearing those, but with time he learned enough to help.

These are things he has tried through the years. You need to know it takes time and practice for a strategy to become useful. You will need to continually refine your practice.

You need to know that very few people write well, and a lot of what we read has gone through many drafts. A good word processing program with read aloud capabilities would be worth the investment. However, in this day of technology, less is more. Keep your writing simple to get your point across. Find a good book that has examples of all types of writing, then follow the example. Your own writing style will develop over time.

Answer 2

rmbida.org/index.html - 8k - Cached

How tutors can help students with dyslexia

1 in 4 students have some degree of dyslexia so there may well be ... arranging student pairs so they support each other. Give specific help with reading by ...

www.ccn.ac.uk/library/how.asp - 7k - Cached

Dyslexia Program

and the student's exhibiting characteristics associated with dyslexia. ... What can a parent do to help a student with dyslexia? ...

www.neisd.net/special/dyslexia.html - 20k - Cached

Working with a Dyslexic Student

Despite these "facts" about dyslexia, the student I worked with had a very ... As a tutor, you can help the student devise a strategy for talking with various ...

academic.reed.edu/writing/helping_othe... - 24k - Cached

Answer 3

the problem is that the development of literacy is not a natural developmental process, it must be learned! In order to learn how to be literate, children need certain sub-skills to be in place.

The first of these is the exposure to and development of as wide a spoken vocabulary as possible. This has been proven to be one of the most important determinants of later reading and writing ability.

Secondly, the development of appropriate attentional and memory processes is vital. Someone who cannot pay attention to the text is not going to be successful at reading. Similarly, someone who cannot retain word and letter information in the phonological store (short term memory), is going to lose the cohesion and coherence of text and is simply not going to undestand what they are reading.

The next determinant of reading ability is the child's sensitivity to rhyme and alliteration in addition to his / her overall phonological awareness. This kind of fine discrimination of the sound system of spoken language is necessary if the child is going to be able to 'map' the sounds of the language onto the symbols (letters), which represent those sounds.

The next important points are sensitivity to the onset and rime of words, in addition to sensitivity to syllable stucture. This has been shown in many studies to be an important factor in the development of reading ability.

Last but not least is the importance that the child is given time to develop 'inner speech.' You will notice with a younger child that they verbalise everything they do. - It is like a running commentary and is used to exert a measure of control over what they are doing. When children reach the age of seven to eight years of age, they internalise this commentary and it becomes inner speech.

When you read, notice how you use this inner speech in order to control your own reading. This inner speech enables the reader to keep the information being read in the phonological store, which enables you to control your own reading and to understand what is being read.

There is a really good developmental stimulation programme, which you can carry out at home at http://www.snowdrop.cc