The Dyslexia Classroom
Dyslexia classroom learning activity needs to be better understood. The severity of the reading issue for Dyslexia classroom situations can be complex. Dyslexia Examples are key and hard to come by. Using Fonts that can assist in better writing habits is key.
The way students are taught to write the alphabet in Dyslexia classroom environments need to be improved. In truth, to no fault of the teachers and educators, who are attempting to give good education. Failure to educate the dyslexia classroom on the alphabet is a tremendous reality.
Many people do not understand how to teach Dyslexia Classroom environments the alphabet, but it is important. Too often dyslexics in schools and dyslexia classroom settings are disciplined for criticizing the way the alphabet is taught to them. No one in education is answering the dyslexics question: How is the alphabet written.
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The Dyslexia Alphabet
<The main questions in a Dyslexia Classroom is simple>
Question 1: How is the alphabet written?
Question 2: How do you read the alphabet when the letters are similar or exact?
In Dyslexia Classroom learning environments we are stopping our likely most intelligent students from solving their own biggest problems. Problem solving students are able to solve their own equation of alphabetical letters by changing the font and writing styles of the letters. Most Dyslexia Classroom environments focus on teaching only the linear way of spelling the alphabet.
Stopping Dyslexia Classroom students from being able to write their own stylization of letters in our classrooms is common. There is a grading system that penalizes them from being able to write what they are able to read. The answers to this approach is amazingly simple.
Examples of Dyslexia Middle School words is here. Other examples are below.
Dyslexic and Dysgraphic students in the Dyslexia Classroom that draw letters outside of the lines are incapable of expressing why they are prone to doing so and they are disciplined not to draw off the pages markings. Dysgraphic students are often pressing too hard into the pages who many of which are particially dyslexia trying to form similarities to the alphabet that is lacking consistent unique vowels and letters on their pages.
When we learn as a community to accept that the different perspectives in writing are not personality expressions but actual survival techniques of those who are dyslexic we will achieve far greater things in society than we presently have.
Teachers and Educators who are ignoring the different fonts in the Dyslexia classroom environments need to wake up and realize that no one is attacking them but instead trying to assist in the learning of the classrooms they conduct. The students are also trying to give the best alphabetical answers to the english language and are being stopped.
Dyslexia Classroom Learning Example: d
If a student bends their d it is not a deficiency in their reading or understanding that the d is normally draw with a straight stick attached to a rounded circle. Normally the bend d is a call out to educators to accept the individual writing ability and correct the alphabetical problem that the student is trying to solve by drawing their d’s with a crooked or bent stick.
This individualism is the Dyslexic child crying out to be allowed to participate in literature just like the rest of those who don’t see the words flipped vertically or horizontally inclined.
Dyslexia Classroom Learning Experience: Donald drew his d’s with a curved bent stick to the d instead of with straight line. He laughed in pleasure as he did his whole page with d’s that were with a bent stick. The teacher graded his work and kept trying to discipline Donald not to draw his d’s with a curve or bend. One day after completing his alphabet work the teacher saw so many bent d sticks that Donald got sent to the principles office. Donald was sent home from school that day for having a bad attitude as the teacher said and his mother found him in the closet crying holding his school work and didn’t know what to do. She still doesn’t know what to do.
The mother went to speak to the teacher after the teacher wanted to hold Donald back a grade because of his writing and his mother begged the teacher to let him stay in class with his peers as he had just finally made some friends that he liked.
Sarah is learning to write and looks confused and frustrated at times during her writing activities. During times when she is allowed to draw she is able to have interest while using a pencil while during the times while having to write the alphabet the difficult emotions are apparent. Some think that it is odd that she has Dysgraphia yet has so much fun drawing over writing alphabetical letters.
One day the teacher starts to notice a pattern in Sarah’s alphabet writing where the a is pressed hard on the right stick and the length of the d is longer than the other letters. There are other letters where is seems that the child is trying to mark the page. Being keen to the upcoming education materials on Dyslexia the teacher starts to wonder if Sarah may also be dyslexia which will be observed now that this initial discovery has been made.
It is possible that the Dysgraphic hard pressing of the writing is the effort to distinguish parts of the alphabet over other letters in the alphabet that look similar to the child.
Finger in Place Reading
A hot topic to the Dyslexia classroom learning environment is finger reading. At a certain point the students are encouraged not to use their finger to read and there is a usual mocking that goes along within the classroom often encouraged by the teacher when a finger is used to read by a student.
Using Dyslexia Fonts can really help if you allow the Dyslexic to actually choose their own. Dyslexia Fonts can also improve their writing capability by allowing changes to the way letters are written.
Educators who encourage ridicule as an incentive to overcome reading with a finger on the page usual fail to understand Dyslexia or dysgraphia in students. The difficulties of reading and learning to read for anyone is profound enough, to only encourage without ridicule, any student. Reading is such a terrifying experience because of the mob peer mentality that usually coexists with grading students and having to grade students.
The learning process of reading without unique letters of the alphabet is a ridicule upon itself. Forcing students to not use their finger to read is an oversight to be kind in description and to turn the other cheak when trying to address the issue with educators. Whatever works so that best effort is being given by the student needs to be considered as being acceptable.
If reading with a finger helps the student to not flip the letters so much or at least keep on the line, setting up a ridicule party within the Dyslexia classroom is not a motivational practice that is going to actually be motivational. A learning environment is cohesive in best efforts being accepted as we all have contributions to give and exchange with one another, no matter what your age.
Dyslexia Fonts and Dysgraphia are difficult enough things to figure out without having additional factors to sort out which disallow the best effort from the student to continue their learning. Finding out what the real reasons are for the places where hard presses are being done to the paper by the child and if there are any patterns to them is the opportunity that educators have to assist their students.
Example: It is reading time in second grade and the Dyslexia classroom learning gathers together around the table. There are several students who are struggling with reading. Reading out load will be the exercise that the classroom will participate on.
There are several students that are still reading with their finger on the page and the first time around nothing is mentioned about it. Just before the second time going around the table the teacher states that the kids are older and they can’t read like they did in kindergarten and that no one is allowed to use their finger or a book market to keep their spot in the line. Some would say that the elementary teacher made fun of the kindergarten with her comments about this classroom being older because all the kids laughed about no longer being in kindergarten to her comment.
Rebecca and John both use their fingers to read the second time around because the only habit they have to read is they have always used their fingers. Both students are dyslexic which no one has found out about yet and they do not even know themselves. The teacher makes fun of each child and during the third reading sends both children into a time out for using their finger and not listening to her during classtime.
The book they are reading has a font that has thin then thick font lines so the h looks like an l with a weak connection in the h. No one has noticed the font in the book whatsoever and both children go home upset at the end of the day feeling they are stupid like a kindergarten which was a comment made by one of the children as the whole classroom mostly laughed with the teacher about the shouted comment.
Both Rebecca and John listen and hear all the insults and are sensitive to them.
Question: The main question of this article is How is the alphabetic written and How do you draw the Alphabet?
Answer: There is currently no set curriculum in schools that allow the individuality of each letter of the alphabet to exist and this needs to change.
Learning in the Dyslexia classroom requires us to change our teaching of the alphabet to make it clearer and more distinct. In the adult world we have different fonts that help differentiate characters in the alphabet. Usually these letters are altered for stylistic purposes and to over stylize and often make reading the font more difficult is usually the reality of font designs.
If we teach children how to write the basic way that is taught in the Dyslexia classroom learning but allow them to put down their own changes that might be slight to each letter they struggle with reading we will have a greater educational environment for both that student and the students around them. Slight changes to the curvatures or structure of the alphabet will allow the student to have a better ability to read the letters if they are dyslexic or dysgraphic.
The Love Dyslexia Brand Mugs illustrates rotated letters in a friendly product. Seeing compared sentences of Dyslexia reading alternatives can be a great conversation starter.
Better Executive Functioning and Cognitive skills will persist when we allow imperfections with dyslexics. How we write our alphabet matters and affects the learning environment of the Dyslexia classroom. Uniform alphabetical exercises are a value to generalizing the learning but a hinderance to dyslexic children as the uniformity makes harder to read the effort which was there to make it easier.
Nearly every Dyslexia classroom learning in the world teaches the english alphabetical letters with a uniformity that hinders the dyslexics from reading and writing. It affects more than just dyslexic children and more than just dygraphic children. We are literally limiting our language and comprehension skills when we limit the uniqueness of each letter of the alphabet in written form.
Being allowed to learn and draw the alphabet in a way that unique letters for each letter exists should be a school curriculum in all schools that teach the alphabet. The Dyslexic fonts are made so the uniformity is broken and the individuality of each letter is pronounced enough so the reader and writer can be included participants when they are dyslexic and dysgraphic.
There are several fonts that are starting to be in development that will assist in the discovery of an actual defined alphabet but the real teacher is the student who learns how the read and write and the teacher who wants to rediscover reading and writing for their Dyslexia classroom.
This article is brought to you by ImproveDyslexia.com and author Simon-Elliott Blake.
A list of Dyslexia Questions and Dyslexia Answers is here.
Dyslexia Classroom Learning
Be sure to use Dyslexia Fonts to help to be able to see letters differently than other letters. Learning the alphabet upside down can assist in faster reading with Dyslexia.
Copyright 2018, Simon-Elliott Blake