Dyslexia in the Classroom
The purpose of this paper will be to identify potential solution strategies in the literature and research that focus on dyslexia and the problems students have who are diagnosed with it. Teaching methods and their effectiveness in assisting students with dyslexia related to academic achievement will be the focus. Dyslexia is a common road block in today’s classroom providing both teachers and students with frustration in the education setting.
The community that is the primary focus for this research is a small elementary in the town of Ocala, with a focus on their third-fifth graders. The reason this topic is being researched is due to the fact that children with dyslexia are not receiving the personalized education and attention they need in order to succeed.
In order to be able to teach a child with dyslexia, a teacher must know and understand what exactly dyslexia is. The word dyslexia is made up of two parts: dys meaning not or difficult, and lexia meaning words, reading or language. (Hudson et al, 2007) So literally dyslexia means difficulty with words. According to Hudson, “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.”
Now that there it is an understanding of what dyslexia is, it is now important for a teacher to implement strategies that will better aide students with dyslexia. There are hundreds of teaching strategies out there for students with dyslexia however; this paper will focus on four strategies to implement in the classroom. These four strategies are printing material on colored paper, more time in a group learning setting, reference the material with pop culture and more one-on-one time with the student.
The above listed strategies will be implemented and tested for effectiveness during a six week time frame. Each week a new objective and...