erasures, mark-overs, erratic spacings
Ways to Spot the Dyslexic in the Classroom1. Does he have trouble with sequence? 2. Does he have trouble with “critical symbols?” (d-b-p-q / m-w / u-n / 6-9 / h-y) 3. Does he form letters with a clockwise (rather than counterclockwise) motion? Does he mark from the bottom up (as in making 7, t, f, p, g, b, d)? Does he mix capital and lower case letters? Does he mix manuscript and cursive styles? Is he prone to use capital B and D instead of lower case? 4. Does he fall apart under time limits and pressure? Does he work very slowly? 5. Does he skip punctuation cues? 6. Does he have difficulty copying from the blackboard? 7. Is it impossible for him to remember multiplication tables? 8. Does he have trouble with many aspects of time (telling time, remembering his birthday, days of the week, months of the year)? 9. Does he have difficulty following directions? Does he ask you over and over what you say? Does he need constant reminders of what to do? 10. Does he have problems with oral language? Poor recall of nouns? 11. On tests, does he refuse to take allotted time, guess, and mark at random? 12. Does he exhibit preservation and/or telescoping? 13. In spelling, does he transpose silent letters within words; can he not recall correct order of letters; does he misplace silent e? 14. In math, does he sometimes work left to right, when opposite direction is called for? Does he reverse processes while computing? Is he unable to organize facts in story problems? 15. Does he sub-vocalize and use his finger as a pointer? (He needs these cues!) 16. Dyslexics may work 5 to 6 times more slowly than other students. Rule of thumb: try assigning 1/5 amount of rest of class, then slowly increasing amount. Seek quality rather than quantity. 17. Auditory dyslexic is never quite sure he heard correctly. May comprehend only 30-40 percent of what he hears according to Dale Jordan. 18. Watch him write the alphabet on ruled paper. Does he hesitate? Does he switch from manuscript to cursive? Does he have proper letter shapes? Proper sequence? (The teacher should attempt to re-create his style by tracing over and observing flaws in directionality.) 19. Does he show an ability to tell whether words are the same or different? Does he have difficulty in reproducing or identifying rhymes? 20. Do his papers, especially spelling papers, look like “bird scratchings?” Do they have many
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نشرت فى 6 أغسطس 2013
بواسطة hany2012
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