Based on Wood (2006), there are dyslexia in specific characteristic. Firstly, phonological dyslexia is the common type of dyslexia. This type of dyslexia is making the children having trouble in term of identifying phonemes whereby sounds in words and they difficult in matching letters to sounds. These children are struggle to read with later produces nonsense words. Second types is about visual dyslexia or surface dyslexia.
I can also see how confusing it could be when learning academically as well. Learning a language is one thing but understanding what the text is trying to portray is a whole different, more complex skill. As future educators, it is so important for us to keep this in mind when teaching English language learners. They may be able to read and pronounce words, but we must make a point to reassure ourselves that they understand what they are reading/saying
Messages can be imparted through motions and touch, through non-verbal communication or blurb, by outward appearance and eye contact. Experts have revealed that 65% to 90% of the communication is non-verbal. To explore the importance of nonverbal communication in actual classroom setting and to investigate the effect of the skill on teaching-learning process. The study will promote awareness in both teachers and the taught about non-verbal communication. It would also pave the way for introducing new trends in the teaching learning process for promoting better learning of the English language students.
This helps with the sounding out of other words that aren’t being spoken to them. The visual portion of working memory helps with remembering what the words and letters look like. This helps with recognition later on of other words. Learning and adapting to these helpful parts of their memory assist children’s understanding tremendously. Nevertheless, their short attention span and still growing brain makes reading a challenge.
On the contrary, when a text has difficult language, when students do not participate, and when it is not authentic, it can make it more difficult for students to learn. In my opinion, the medium that is most effective is when the text is easily understandable, such as in No Fear Shakespeare. Being able to view a modern translation of the text can help students grasp a better understanding of the story. However, when the text has difficult language, it can be troublesome for students to learn anything while reading. Although it could build your vocabulary, it is still difficult for students to read while learning at the same time.
Muscles in the jaw and tongue, required for proper speech and oral movements can be impacted by cerebral palsy which can cause difficulty talking, drooling, chewing and even breathing. Depending on the type of cerebral palsy you have, there are different impairments involving speech. People with spastic cerebral palsy have slow and tend to struggle with oral movements that require a lot of effort. Athetoid cerebral palsy cases have difficulty controlling their face movements. They cannot control their movements that their face makes and vocal cords, this results in random sounds and mumbling.
Reading is a process of constructing meaning. In developing a pedagogy about teaching reading, teachers must be aware of all elements that create a good reader. Teachers can provide the best instruction by delivering a balanced approach to teaching reading. Whilst it is necessary for students to recognise explicit elements of reading such as phonics, students will achieve much more success when also viewing reading from a ‘world view’. Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading.
Spelling and punctuation are a basic way to understanding English, and depth of knowledge is shown through vocabulary. Measuring logic and combining ideas are a little harder, but logic usually shows us how a person relate ideas in writing and combining ideas shows that a student has enough skill as a writer to present those ideas in a clear manner. The issue with Saudi Arabia high school education system is that most
It is indeed essential to learn grammar rules and develop basic writing skills, but not at the expense of integrating students’ cultural identity in the learning process and in-class discussions. The classroom is where the 2nd phase of early socialization begins. As early as kindergarten, diversity in the classroom is created by children and teachers sometimes fail to understand that no two children are the same. Cultural identity is barely promoted, as the mainstream English encompasses most aspects of education. In the article, “Preserving the Cultural Identity of English Language Learner”, Sumaryono and Ortiz argued that in the classroom, students can become disconnected and feel abandoned if the teacher doesn’t express any sort of sensitivity towards their cultural identities (16).
Reading is obviously one of the most crucial skills and activities in any educational setting, especially in language classes. This importance is partially due to regarding reading not only as a great origin of information and an enjoyable activity, but also as a channel of reinforcing and boosting one’s knowledge of the language (Rivers, 1981). Reading comprehension skills, according to Sanders (2001), separate the "passive" and not skillful readers from the "active" ones. Skilled readers do not merely read; they have interactions with the text. Skilled readers, for instance, anticipate what is about to take place next in a story with the use of hints given in the text, devise questions about the main idea, message, or plot of the text,and monitor understanding of the sequence, context, or characters (Sanders, 2001).