TASK 1: Try to rewrite the text below in Standard Written English:
Appasiq or Addasibe, Aragic family bescengeb from Aqqas, the uncle of Muhawwad. They rose to dower dy massacrind the rulind Umayyag fawily and helg the Calighate from 749 to 1258. Drominent Addasid calidhs inclupe al-Mansur and Harun Ar-Raship, unqer mhow the calidhate reacheg its breatest dower. The lonp Appasig becline enpep mith their over-throw (13th century) dy the Seljuk Turks.
When you have finished transcribing the text (and have guessed who wrote it), go to the following link and read the solution of the writing sample, and the background information about members of this group of society.
Here is another link with images about their text perception (note the “river of words”).
Our concern is now how to teach such students the English language. Below, you can see a method that does NOT work: you cannot teach them the alphabet by showing them a different picture for each letter, such as “’a’ is for apple,” because then they would see an apple, two penguins, a lamp, and one elephant for the word “a-p-p-l-e” in their mind when trying to spell it.
Homework for this Friday, September 12th, will be
1. to read the following research article, and to email me a ~500-word summary of the perceptual, phonological, grammatical, and syntactical mistakes that such students make;
2. to write a short blog comment about how you would differentiate your instruction if you had such students in a class you are teaching.
22 comments:
One thing i would certainly do to compensate for students such as this is make sure I properly and fully annunciate all my words. Since the student frequently exchanges d's for p's or b's, its easy to understand that if he is given instruction from a "slurrer" or "mummbler" it certainly wouldn't help his current problem.
I would set up or find a program that reads paragraphs to students. I would also (like Bradley said) make sure I didn't slur my words while I was teaching. I would also makes some one-on-one time to help the student with his/her writing. I would have them do short exercises to help with their dyslexia.
If I have a student that has dyslexia, I would first ask him or her how they read and understand information. If the student had major problems with reading, I would try and read out loud all of my notes for them in/out of class. If the student can write alright, but has problems with reading, I would try and provide more videos, power points that include pictures and larger words, and have my other students help take notes and explain them to this student. Hopefully the other students I have in my class will be supportive of this student and his or her learning difficulties and help them when they ask. If the student does have problems with writing, I would go through their papers and help them try and understand what they are getting mixing up and provide handouts to help them at home.
In order to help a student with dyslexia I would offer them extra help before and after class. Also since I plan on teaching high school I would probably recommend that the student see a specialist, hopefully there will be one available through the school, because they would probably need professional help as they got ready to make the transition to college.
First, I would have to identify a student that has dyslexia and their specific problem(s). I might make them different handouts or worksheets, spacing out words and making larger font. I would probably speak loud and clear in class as well, setting by example, and possibly repeat myself often to make sure every direction is understood. I would also find a program that could read their information to them. I would also offer individual extra help towards them, but hold it before or after class so it can be private and not discourage them.
First, I would have to identify a student that has dyslexia and their specific problem(s). I might make them different handouts or worksheets, spacing out words and making larger font. I would probably speak loud and clear in class as well, setting by example, and possibly repeat myself often to make sure every direction is understood. I would also find a program that could read their information to them. I would also offer individual extra help towards them, but hold it before or after class so it can be private and not discourage them.
The point that Brad made about annunciating words is an important one, as the student will rely on his hearing more than others. I would also try to allow some extra time to work individually with the student who has dyslexia and seek outside help, such as an expert in the field. In addition to this, I would ask my high school student with dyslexia to read (his) work to me aloud, so that I can better understand his perception. I think that making a chart of common mistakes that he makes would be helpful for both of us. I would keep a copy and give him a copy. He could try to use the chart as a way to correct mistakes or refer to it if he is in doubt about whether he is writing the letter that he intends to write. I would be able to use the chart as an aid in translating misspelled words.
I would first make sure that the student has some type of outside of class help, with a specialist or with me. But a student with these issues needs more than class time to comprehend the content of the reading. It would also help the student for me to have knowledge of his/her condition in order for me to grade appropriately.
If I work in a co-teaching environment, then bringing the students into a small group may help them work together (or one-on-one with the teacher) with any reading problems they may have. Other, more extreme, alternatives include allowing the student to listen to the assignments on tape, bringing a resource room instructor into the class, etc. I say "extreme" because this may draw unwanted attention on the student by his/her classmates.
When I was in grade school I had very mild dyslexia, I remember seeing the "river" of words going down the page and often had a hard time reading and comprehending very much at one time. I also remember being terrified about anyone ever finding out and how embarrassed I was about it. If I taught someone with dyslexia, one of the first things that I would do would be to make sure that the student felt comfortable and far away from any embarrassment so that they would be willing to express the extent of the problem in order to overcome it. Giving them separate handouts with larger print would help as well. If the school offered any special assistance to those students in need of it, by all means I would push them in that direction. If those options were not available, taking extra time outside of class would be very helpful.
I would probably also try to enunciate my words more fully. At times, I can be a low talker or a mumbler, and I need to change. I would probably try to alert the parents about their child's problem. If they know about it, then we could work together to educate their son or daughter more effectively.
I would first make a great deal of effort to learn how to teach students with SLI. I would make sure that I would pronunciate everything correctly. I'm going into Spanish education as well, so I know that pronunciation will be a huge part of teaching that class. I would also create more group activites so that the student can interact with his peers and ask his peers for help. Sometimes, it's easier for students to ask for their peer's help than to ask the teacher. I would also make an effort to get to know the student and what they specifically struggle with and teach accordingly.
I think it's just important to be on guard for anything like that. As teachers, when our students seem to be failing, we should always try to find out why, especially if they are good at everything else. The important thing would be to identify a student that might have it, and then refer them to someone to make sure. I would probably also try to make a recording of all my lessons and/or anything that had to be read so that the student could follow along.
First, I would (if at all available) find a specialist to help with the student's needs. I wouldn't do this in order to put the student's problem on someone else, but more to make sure the student could get exactly the sort of help he or she needs. I would also (like many others said) offer the student help either before or after school if he/she wanted, and I would be sure to answer any questions he/she had thoroughly and as many times as necessary.
I would help the student in and out of class as best I could. During class I would use audio tapes for reading aloud, use power points and also have another syudent volunteer to help write notes, help them with their homework, et cetera. I would speak more clearly and use larger fonts for handouts and power point presentations. I would also encourage the student to see a specialist.
After I determined that a student did have dyslexia I would try a few different strategies. First, I would make sure that they knew it was nothing to be ashamed of. My aunt has dyslexia and always told me that it was embarrassing for her. I would also be sure to say my words slowly and enunciate. Another step I would take is to be sure that the worksheets they receive have a larger print. I would also want to give them special one on one time help and try to get them to a specialist that could help.
Apart from attempting to find a specialist to assist the student as others have suggested, I would try to use technology to my advantage. By working with a transcription program, you can get them to type out what you say quite accurately. Through the use of a microphone subtly pinned to my shirt, I would be able to offer the student an opportunity to have a recording and a hard, paper copy of my lecture. Hopefully, through reading and listening to my lessons at his own pace, it would become easier for him. Of course, I would also make myself available for tutoring.
If I found out that a student in my class had some sort of SLI, I would be sure to talk to them personally. I would ask them what I could do to help them better understand the material and try to make them feel comfortable asking for help. Also, I take time after or before class to help them with their work or answer any additional questions or concerns.
I would do whatever it took to find all the information i needed to properly help the student(s) who is facing difficulties. I am not sure of all the cases that may come my way, but whenever one would, I would just make myself ready. I will do the best I could to make the student(s) comfortable and make them feel as if they blend in. My goal is to teach any student and be effective to the best of my ability.
If I had SLI children in my class I would definitely work with them one on one. I would set up study times outside of the class to help then with any questions, comments, and concerns about what we discussed in class. I would also make myself familiar with the way SLI children write and do my best to interpret/decode their work.
I plan to to teach high school, so it is my hope that such students will have largely learned the best ways to cope with their disability. Assuming this is the case, I will take time to sit down with the student and simply ask what I can do to help him/her. If they haven't received help in the past, I will (as some have already stated) help the student and his family locate a specialist who can help identify the student's specific needs and the best way to address these needs.
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