Dyslexia In Schools

Dyslexia is characterized by a lack of development in reading, spelling, and speech. Schools today put a great gap between ‘normal’ and disabled students. Shaywitz stated “By not recognizing shades of gray represented by struggling children who haven’t yet failed enough to meet a particular criterion, schools may be under identifying many children who will go on to experience significant reading problems” (Shaywitz 28). Students with dyslexia are often not discovered until their difficulties grow to special education qualifications. The success of dyslexic students is affected by early intervention, correct curriculum, and the teacher’s ability to recognize symptoms.

Schools do not recognize dyslexia early because their standardized and special

Early intervention can make the difference between a traumatic school experience and a fruitful and enjoyable education. Shaywitz said, “If a child is dyslexic early on in school, that child will continue to experience reading problems unless he is provided with a scientifically based, proven intervention” (Shaywitz 34). Teachers should not expect students to grow out of persistent problems. This causes stress, frustration, and restlessness in a student who will never grow out of dyslexia. If a teacher suspects dyslexia, they should test the student and make a plan of action for

I do not want to overlook a student who is struggling to read and write basic information. Susan Barton talked about a child who made a birthday wish and ran up to his room. He was holding a book and crying. He wanted to learn to read and everything his parents were trying did not work. I want to give dyslexic students the tools that they need to read and write without frustration.

I also learned that methods such as isolated words lists, cold reading, and phonetic awareness training are effective in the classroom. During apprenticing term, Ms. Zehr used Victory Drill to help students with reading fluency. I noticed that a third grade girl had problems saying parts of some words. She tried to keep up with the one minute time limit and became tongue twisted. I learned a lot about the third graders reading habits and tendencies through Victory Drill. I want to use this method of phonetic work in my