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Dyslexia
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Introducing dyslexia and some basic principles in order to raise awareness for International students plus an activity - how it feels to be dyslexic. A presentation for MA TEFL
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Recommandé
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Renee Matlock, Executive Director of Speech Plus and speech-language pathologist is a Dyslexia Specialist. In the following presentation, Renee separates fact from fiction, helping parents navigate the "Dyslexia maze" and discussing what Dyslexia really is, how Dyslexia is diagnosed and more!
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Powerpoint on Dyslexia. Students with disabilities in the classroom. Project requirement for one of my teaching credential program courses.
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A review of dyslexia in dyslexia across different languages, the characteristics that distinguish these students with dyslexia from ELLs without dyslexia and the teaching strategies that work with both groups.
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You will also learn: * Common symptoms of dyslexia by grade-level * Research supporting the differences in the dyslexic brain * Practical Orton-Gillingham principles that you can use right away with your dyslexic student or child.
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A powerpoint presentation for teachers of secondary school students helping them to become aware of Dyslexia and ow to support dyslexic students.
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A review of dyslexia in dyslexia across different languages, the characteristics that distinguish these students with dyslexia from ELLs without dyslexia and the teaching strategies that work with both groups.
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You will also learn: * Common symptoms of dyslexia by grade-level * Research supporting the differences in the dyslexic brain * Practical Orton-Gillingham principles that you can use right away with your dyslexic student or child.
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A powerpoint presentation for teachers of secondary school students helping them to become aware of Dyslexia and ow to support dyslexic students.
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Helen Lyall
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One in 10 people have dyslexia. Often undiagnosed, adult dyslexic students come to our ESL classrooms only to be labelled as lazy, distracted and disruptive. What are the tell-tale signs, and what can we do to support these students without singling them out or slowing things down for the whole class?
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