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Observation And Observation Of Dyslexia

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COMPARISON AND CONTRAST OF THEORY AND OBSERVATIONS

In order to achieve success in teaching students with a learning disability like dyslexia, it is necessary to use different approaches and strategies. In the context I have observed, the teacher did not seem to use accommodations that help the struggling students very frequently, but the same for all. She always put special emphasis on oral communication, allowing all students to participate, making the lesson dynamic and engaging but somewhat disorganized, and not always achieving the results expected. Additionally to the observations in the classroom, to gather information about my topic I asked the teacher samples of written work of the students that presented Dyslexia.
To begin with, it is beneficial for dyslexic students to have some sort of structure in their daily routine, for example the date written in one corner of the board, the layout of the lesson on the other corner, as a way of lower their anxiety and anticipating what is going to be next. When comparing this point with the observations, I realized that none of these resources were used in the classroom. In fact, the board was not used with frequency, unless they did a copying activity.
One of the characteristics of dyslexic students when writing is the repetition and or omission of graphemes (See appendix, image 7). Avoiding copying is one of the ways of reducing this type of grammatical error, but accordingly to what I was able to observe, these kinds of

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