Teaching Strategies for Teaching Students with Dyslexia
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Teaching Strategies for Teaching Students with Dyslexia
Humiliating for a child or an adult to not be able to read. How a teacher handles this situation will carry through an entire lifetime. Each child learns and develops at their own pace and reading is not considered any different from any other skill-building. It is common for kids to see reading as challenging during one moment or another. But if at some point students consistently struggling that leaves a child lagging behind his colleges, then that child may be suffering from a learning disorder that is recognized as dyslexia. This problem is mostly associated with a difficulty to read and recognition and manipulation of the sounds in language. Kids who are suffering from dyslexia may end up having a challenging moment when it comes to decoding new words or breaking them down into manageable chunks they can eventually sound out. This brings about difficulties with the reading, spelling of words, and writing capabilities.
Teaching Strategies for Teaching Students with Dyslexi
Through help and language strategies these students living with dyslexia can be able to learn faster and develop more capabilities in reading and thrive academically (Mills, 2017). It is estimated that in a group of five children, one of them is living with a dyslexia disorder. Most experts used to say that dyslexia used to occur mostly in boys as compared to girls, but currently the research that has already been undertaken, proves that dyslexia affects both boys and girls in an equal measure.
Teaching Strategies for Teaching Students with Dyslexia
One of the reasons why the school districts are supposed to come up with new strategies concerning the teaching process to students struggling with dyslexia is that this disorder does not only affect the childs ability to read but also it affects their self-esteem as well. By revising some of the strategies that they use in dealing with these cases will assist students greatly in building up well their self-esteem. Students mostly end up suffering from low self-esteem since they worry that there is something that is not going well with them. Most of these students even reach to a point of being accused of not pushing it hard enough in learning on how to read and write. So, school districts are meant to ensure all of this happen by assisting them in discovering that they are more than smart and capable of becoming the best of themselves.
By incorporating other strategies when teaching students with dyslexia, will help teachers in recognizing those activities that these students living with dyslexia disorder enjoy and feels good getting involved in whether it is getting into sports, music classes, or any other activity that will play a huge role in boosting these students level of confidence.
Many individuals suggest that with an early identification this might turn into being the primary key to defeating dyslexia. So, the incorporation of more strategies when it comes to teaching the student living with dyslexia will assist mostly in identifying most of these students who are mostly left unidentified or diagnosed with dyslexia.
Students suffering from dyslexia at a time they may end up possessing some behavioral issues because of auditory processing or dues to executive function deficits (Reading Recovery, 2017) They also might end up misbehaving to avoid any form of an embarrassment of failing when reading audibly. If the teacher responsible for that student assumes that the reason behind the reading issues is because of attention problems, their dyslexia may go unrecognized early enough. With the implementation of the best strategies, this is something that can easily be identified and diagnosed early.
It is right to conclude that there is an urgent need for the incorporation of more strategies by the school districts in relation to teaching students suffering from dyslexia and how to intervene much early enough concerning their educational process. The urgency also for deeper training initiatives for teachers focusing specifically on dyslexia is supposed to be given the priority. Lack of training on teachers has appeared to be the primary reason for the massive increment of cases of students living with dyslexia both who are identified and those who are not identified.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!