i belief dyslexics are very special... from my readings and research, dyslexic's brain are far more advance than normal human being's brain. it does make them special as they are SPECIAL!
look at all those famous people:
Albert Einstein? - he's a dyslexic
Thomas Edison - he's a dyslexic too
Leonardo da Vinci - he is too...
Walt Disney? - he is too...
Cher? - she is too...
Whoopi Goldberg? - she is too...
Jamie Oliver ? - Britain most famous Chef - he is dyslexic!
see... all these famous people are dyslexics! Dyslexic does not make you disable! Dyslexic is an advantage to those whom knows how to use them... so, u have got to know what you are good at... and i am very sure that u know what you like most!
my readings and research has opened my eyes and gives me the motivation to understand dyslexic in depth.
I would appreciate all comments, ideas, information, problems, experiences and what not on this matter... I would love to be able to understand dyslexic..
cheers
I shall be achieving this on April 2011:
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2 comments:
Hi there, it is Liz from I Speak of Dreams.
I welcome your interest in dyslexia.
You wrote,
i belief dyslexics are very special... from my readings and research, dyslexic's brain are far more advance than normal human being's brain. it does make them special as they are SPECIAL!
No, not really. It is just a normal variation in how the mind works. You have been mislead by the lists of "famous dyslexics", which leaves out all the ordinary people who are also dyslexic.
In fact, dyslexics can have below-average IQs as well as above-average IQs.
If you are doing all your dyslexia research on the web, be advised that there's a tremendous amount of mis-information out there.
I can recommend some reputable sites.
SchwabLearning
http://schwablearning.org/
LDOnline
http://www.ldonline.org/
The International Dyslexia Association
http://www.interdys.org/
Reading Rockets
http://www.readingrockets.org/?gclid=CLjj7aO7xYoCFSJxYAod0BEEhg
I am less enthusiastic about UK-based dyslexia sites, as the British Dyslexia Association is less scientifically rigorous.
I also recommend:
The Institute for MultiSensory Education
http://www.orton-gillingham.com/
What is meant by Multisensory Structured Language?
http://www.ldonline.org/article/6332
Multisensory Structured Language Programs: Content and Principles of Instruction
(1995)
What is taught
Phonology and phonological awareness
Phonology is the study of sounds and how they work within their environment. A phoneme is the smallest unit of sound in a given language that can be recognized as being distinct from other sounds in the language. Phonological awareness is the understanding of the internal linguistic structure of words. An important aspect of phonological awareness is phonemic awareness or the ability to segment words into their component sounds.
Sound-symbol association
This is the knowledge of the various sounds in the English language and their correspondence to the letters and combinations of letters which represent those sounds. Sound-symbol association must be taught (and mastered) in two directions: visual to auditory and auditory to visual. Additionally, students must master the blending of sounds and letters into words as well as the segmenting of whole words into the individual sounds.
Syllable instruction
A syllable is a unit of oral or written language with one vowel sound. Instruction must include the teaching of the six basic types of syllables in the English Language: closed, vowel-consonant-e, open, consonant-le, r-controlled, and diphthong. Syllable division rules must be directly taught in relation to the word structure.
Morphology
Morphology is the study of how morphemes are combined from words. A morpheme is the smallest unit of meaning in the language. The curriculum must include the study of base words, roots, and affixes.
Syntax
Syntax is the set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. This includes grammar, sentence variation and the mechanics of language.
Semantics
Semantics is that aspect of language concerned with meaning. The curriculum (from the beginning) must include instruction in the comprehension of written language.
How it is taught
Simultaneous, multisensory (VAKT)
Teaching is done using all learning pathways in the brain (visual/auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning.
Systematic and cumulative
Multisensory language instruction requires that the organization of material follows the logical order of the language. The sequence must begin with the easiest and most basic elements and progress methodically to more difficult material. Each step must also be based on those already learned. Concepts taught must be systematically reviewed to strengthen memory.
Direct instruction
The inferential learning of any concept cannot be taken for granted. Multisensory language instruction requires the direct teaching of all concepts with continuous student-teacher interaction.
Diagnostic teaching
The teacher must be adept at prescriptive or individualized teaching. The teaching plan is based on careful and continuous assessment of the individual's needs. The content presented must be mastered to the degree of automaticity.
Synthetic and analytic instruction
Multisensory, structured language programs include both synthetic and analytic instruction. Synthetic instruction presents the parts of the language and then teaches how the parts work together to form a whole. Analytic instruction presents the whole and teaches how this can be broken down into its component parts.
According to the National Teacher Education Task Force of the International Dyslexia Association, multisensory structured language programs should include the following content and be taught with the following principles of instruction.
Hi Liz!
Thank you very much for your great comments and ideas! I really appreciate that! I will look into all those suggested by you.
I hope it is fine if I communicate with you further on this matter? I would love to understand more and better.
Thank you again!
Maria.
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