surprise surprise….so it is dyslexia that cause all the trouble

As a subject teacher, it’s rather difficult to have close monitor of how individual kids learn. Thanks to the remedial program every Monday and Wednesday start from this semester, I got the chance to take closer looks of how these kids, totally 9 of them, learn English. Today we are testing if they can differentiate the beginning and ending letters by listening. Everything went well except when we were moving on to do the finger reading, which we have done the same drill in regular English class every week, a boy has trouble of completing this simple task.

The task is to read and point model sentence with substitutable vocabularies. I noticed that he can successfully point to the 1st word and read it out but failed to finish the rest of the sentence. He would point to the 2nd or 3rd word yet read out something completely irrelevant or something that comes after the word he points.

Is this dyslexia? I can see his frustration and desperation but honestly I have no idea how to help kids with dyslexia. Anyone has any suggestion? I did find some info about dyslexia but I’m also looking for somebody who is experienced in this subject. In short, I’m looking for a remedy.

Here’s some interesting tips from dyslexia my life, some of them seems to apply to EFL classroom, too.

1. Use alternatives to books: software that reads text
on a PC or MAC, closed captioned television, textbooks and other books
on tape, books on audio cassette.

2. Use a shape based system. Many
kids learn through the process of memorization and not phonics.

3. Develop a visual clue to remember something.Many persons with learning disabilities tend to be graphical and 3
in their thinking versus learning by text, or 2 dimensional.
For example, the letters "b","d","p", and "q"
look as though they are all the same letter. It is as though you took a
picture of a car and turned the car upside down. The car is still the
car. To help a person distinguish between letters use pictures with the
actual letter. For instance, write the letter "q" and draw a queen’s
across the top. The child will associate the queen’s crown with the

Hmmmm, surprise surprise, so there’s something else with this boy and I always categorize him as being "not working hard enough"….But then again, how do we teachers help him?

I don’t think the majority of teachers are trained for dyslexia teaching?


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