Classroom Management of the Learning Different Student

Neurological Aspects of Learning Differences

Practicum Competency 2.C

Definition of Dyslexia

"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. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge." (Quoted from Annals of Dyslexia by G.R. Lyon, S.E. Shaywitz and B.A. Shaywitz)

Brain of Normal and Dyslexic Learner

Research and anatomy shows structural differences in the dyslexic brain. The left hemisphere is typically larger, but not so in a dyslexic brain.

Dual Effect

Usually children who are found to be dyslexic have what is known as a dual effect. That means they experience Attention Deficit Hyperactive Disorder in addition to being dyslexic.

What Can Teachers Do:

Get attention before giving directions
Give directions slowly
One step at a time
Be short without too much verbiage
Articulate clearly
Write steps
Ask students to repeat what was said
Ask students for their feedback
Check for understanding

I use the following instructional strategies to address phonological awareness for learners with processing disorders using direct instructions in study skills, social skills and mathematics.