How to find out the core problems associated with dyslexia as a teacher?

‘Dyslexia is a language-based disability’

It is a lifelong condition or disorder that makes it difficult for people to read.

Dyslexia occurs in people of all backgrounds and intellectual levels and there are many adults and children who are suffering from this disorder. Studies revealed that a staggering of 5 to 15 percent of Americans, in general, have dyslexia. Dyslexia is a language-based disability. It is not a mental disorder nor a visual disorder as many people often assume. It is a learning disorder that affects children’s ability to read, spell, write, and speak no matter how hard the person tries or how intelligent he/she is! And oftentimes, people with dyslexia were called “dumb” or “lazy”. We know that labeling them this way can be cruelly inappropriate. Because dyslexia is not a mental disability. In reality, people with dyslexia can be as bright and motivated as their nondyslexic peers.

In a world where reading and writing skills are in demand, the impact of dyslexia on individuals can be frustrating. However, the earlier a child with dyslexia is diagnosed, the more effective educational interventions are likely to be.

But identifying dyslexia can be very difficult for teachers especially if the class teacher is not properly experienced and trained to spot the problems amongst students associated with dyslexia.

The following methods can be considered to employ to find out the core problems associated with dyslexia.

♥ Proficient Reading Assessment

Conduct an assessment to assess his reading skills with a brief screening test and developmentally appropriate short texts or passages using the benchmark while recording his/her reading behaviors. This method will help me identify the reading problems of the child.

Individualized Supplemental Instruction

After conducting the benchmark reading assessment, you would know by this time his instructional level of reading. If the student is below that benchmark which is 40% then the second method that I would implement is to ask some help from the school to deliver intensive and individualized supplemental reading instruction before determining whether the student needs a comprehensive evaluation that will make him eligible in special education.

However, there are some students who just simply need more structured and systematic literacy reading programs to get back on track; they don’t really have learning disabilities.

Individualized Intervention Plan

A comprehensive evaluation should be properly conducted and if a student emerges the characteristics of dyslexia, an Individualized Intervention Plan should be developed which includes appropriate accommodations and extended time. This testing can be done by a trained school or outside specialists.

Since this is a lifelong condition, proper help can make many children and people with dyslexia read and write well. Early intervention and treatment are keys to helping individuals with dyslexia achieve in school and in life. These students with dyslexia greatly need help from a teacher to be successful in their lives.

If you have other suggestions to find out the core problems associated with dyslexia, please share to the comment section for helping our class teachers dealing with this disorder in the class.

Thank you and God bless you all!

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