Presenters: Mgter. Patricia Alejandra Muñoz
Teacher Assistant: Heidi Anne Mathews
About the workshop
The workshop was addressed to primary and
secondary school teachers. In the workshop we dealt with the different definitions
and the origin of dyslexia, considering its cognitive and neurological basis. Dyslexia,
as a language-based learning disability, refers to a cluster of symptoms, which
result in people having difficulties with specific language skills,
particularly reading. Students with dyslexia usually experience difficulties
with other language skills such as spelling, writing, and pronouncing words.
Dyslexia affects individuals throughout their lives; however, its impact can
change at different stages in a person’s life. It is referred to as a learning
disability because dyslexia can make it very difficult for a student to succeed
academically in a traditional instructional environment. In the workshop we outlined the characteristics that students with this specific learning
disorder (SLD) have, showing practical examples of how to deal with them in a
classroom environment. The main focus was the difficulties students may
encounter in the reading process, with the phonological and lexical component and
the role of memory. We also dealt with different ways in which learning could be
improved, based on a multisensory Structured Language Approach. We explored ways to help learners make use of their senses to be active in their learning,
as well as encouraging the implementation of systematic, sequential and
cumulative opportunities to use strategies that are beneficial for dyslexic
students to learn English as a foreign language. In line with this purpose, we gave ideas about how ICT could be used as a valuable tool.
- The International Dyslexia Association (IDA). © Copyright 2012. Dyslexia Basics.
- Moats, L. C., & Dakin, K. E. (2008). Basic facts about dyslexia and other reading problems. Baltimore: The International Dyslexia Association.
- Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf.
- Kormos and Smith (2012). Teaching Languages to Students with Specific Learning Differences.
- Brian Abbs and Ingrid Freebairn. (2014) Today 3! England: Pearson.
- Carolyn Barraclough and Katherine Stannett. (2014) Next Move 3. England: Pearson.
•https://www.youtube.com/watch?v=dXhO3-S1L -o
Links
http://www.teachingenglish.org.uk/sites/teacheng/files/Dominoes-Words-Pictures-no-match-marks.pdf
http://www.quizlet.com
http://www.kitzkikz.com/flashcards/
http://www.quizlet.com
http://www.kitzkikz.com/flashcards/
Real vs fake words: http://www.phonicsplay.co.uk/BuriedTreasure2.html
Spelling rules: http://dyslexia.org/spelling_rules.shtml
Syllable game: http://www.tutoringfortots.com/syllable-split.html
Organization of ideas:
Thank you!
