Dyslexia and Learning

1. What Do All Teachers Need to Know About Dyslexia?

Before completing a Learning Organizer for this activity, go to https://www.youtube.com/watch?v=j9fsb91VcEA  to complete a dyslexia simulation.

A simulation cannot convey a true experience of a person who has dyslexia. However, the simulation can provide a glimpse of the extra mental load required to process the text. In text box A summarize what you learned about dyslexia from the reading and the simulation. In text box B record how the students you teach might display problems related to dyslexia and how it might affect their learning. In text box C reflect on the signs and symptoms and how you plan to watch for them in your students.

2. What Basic Literacy Instruction Should All Students Receive?

All teachers have a role to play in meeting the needs of students who suffer from reading disabilities. The roles differ based on the grade level or content area assignment of the teacher. Your task for this activity is to determine your role based on the Missouri guidelines. It could encompass one or all of the following:

• identify reading disabilities in students

• provide instruction in literacy

• provide instructional interventions and accomodations

When you are ready, create a new Learning Organizer. In text box A record your role in addressing dyslexia in your classroom. Next, create a plan for the specific actions you will take in order to fulfill your role. Record your plan in text box B. After trying out the actions you specified in your plan, complete text box C by reflecting on how successful you have been in meeting your goals and supporting students with reading disabilities. Include any changes you will make to your plan.

3. What Do Teachers Need to Know About the Dyslexia Intervention Process?

Think about some of the tasks that students often complete in your classroom. Create a new Learning Organizer and record any of the tasks that might be difficult for students with reading disabilities in text box A. In text box B, record accommodations that could be enacted for those tasks in order to better support learning for students with reading disorders. Try some of those accommodations out in your classroom and then return to your Learning Organizer.  Use text box C to record your reflections on how the accommodations worked for your students. Include any changes you plan to make to offer further support.

4. Which Technology Tools Can Be Used to Support Students With Reading Disorders?

Consider the technology tools that were presented in the activity and select four you would like to learn more about. Create a Learning Organizer and list the tools you selected in text box A. Investigate the tools on your list. Use text box B to record how you believe each tool might work best for supporting student learning in your classroom. Try the tools out in your classroom for a few weeks. When your trial is complete, return to your Learning Organizer and record your reflections about your trial in text box C.