Teaching a Dyslexic Child
If you are teaching a Dyslexic child the alphabet, you need to teach them in the way that they read it. Most teachers only teach the alphabet in ways that they want the students to read it. It is important to however you teach the Dyslexic child with Dyslexia the alternative ways of spelling, reading and writing.
Dyslexic children need to learn the Dyslexic Alphabet, not just the linear alphabet. This is key to their learning what they are seeing and how to understand and interpret what they see.
We must as teachers or concerned parents understand that Dyslexia is not a disease and it is not a brain disfunction. The ability that is most natural to the Dyslexia mind is to be able to see in 3 dimensions and with all perspectives at once. Learning to read must include learning the alphabet from all of those dimensions and not just in linear alphabet terms.
Put academia prejudices and stereotypes aside and focus on how the Dyslexia child is seeing the letters. Are they reading horizontally or vertically? Are they reading in both the horizontal and vertical? Are they able to see pictures and not have to imagine them upside down but can readily identify with the picture as being upside down because their intelligence level has surpassed the two dimensional vision of most people.
Cognitive recognition of words will not be able to happen with Dyslexia children as fast because there are more variables in their alphabetical structure than the linear alphabetical structure.
Let’s understand for a moment what the Dyslexic child is actually seeing. Their brain and interest in life involves them in all sorts of ways of understanding not just the way that it is intended for them to see. When they look at the letter b. b, p, d, and sometimes q will be all options to what they are seeing when they see the letter b. When they see the letted d they are likely to see either a d, b, p, or q.
This intelligence is because they have non-linear thinking and collective learning functions which help them to understand patterns and cognitive functions. Their intelligence is ahead of where the alphabet, the English alphabet, is currently at.
When they see the world in the eyes of their relaxed self they recognize that the letters are identical to one another. When the letters are identical to one another which ever one they see first they will assume that is that the letter that the author intended to write.
So, as a teacher or a parent of a Dyslexia child or Dyslexic child you need to encourage the child to read what they see and teach the child to read what they are able to Dyslexically read. If you teach the letter b to a Dyslexic child you need to teach them that it will also be a p, b, d or q.
Many times Dyslexic children feel fooled or deceived by adults when learning the alphabet. The alphabet to the dyslexic child is a very dishonest way to communicate. Not only does the alphabet have incompletion of clarity it also may change because when they read it one time it may look like one letter and when they read it another time it could look like an identical letter.
Educators are fooling themselves by focusing on the Dyslexics differences of when the letters change rather than realizing that they are giving the child an authority threat of having to choose or look stupid in front of their peers. The torture of having to choose between 3 or 4 letter combinations that are all correct to the dyslexic child’s eyes is horrendous and frankly inhuman.
The human way to approach this is to recognize the reality of the English alphabet and how the Dyslexic child may see it. For a Dyslexic child if they see p instead of d , that is one of the correct answers. The child if looking at a d and says w, would not be a correct answer. If you learn the alphabet with only making the mistakes that are not mistakes to you than you are making progress and can further along your work.
Teachers and Educators are still figuring out and needing a lot of help as to what is a dyslexics spelling mistake and what is a normal spelling error. This is because the teachers have not received training into dyslexia except for academic jargon which isolates the actual strength and humanity of the dyslexic children. Jargon about how a child struggles to choose the right combinations of letters on the page when the letters actually do repeat themselves in the English alphabet seems to be an activity that academia could avoid by recognizing the relationships between the English letters.
Dyslexia is not a disease. Most Dyslexia children are very bright and intelligent to their own fault. They rotate letters and play creatively with words in ways that linear people do not.
If you are playing baseball you can’t just run to third base after you hit the ball. You need to achieve 1st base, 2nd base, then 3rd base. In Dyslexia education you need to recognize that the students are actually seeing an exact reversal of the same letter that becomes and turns into another letter, in the same English language.
Mocking dyslexia children and forcing them to choose between exact answers of letter combinations in the classrooms will hopefully become a thing of the past. The 1st base step is to acknowledge the similarity of the English alphabetical pattern and learn to accept the 1st base step that dyslexic children make when they recognize letters that are unique from each other.
The word dad looks very simple. Yet, the word dad, is also pap and bab. It is a lesson to learn and teach the dyslexic child that the word dad is not bob because they can be taught to pay attention to the a not being an o. But it is wise teaching to recognize that the dyslexic child will write bab over dad and then with patience and kinetic learning can fix their own error as they recognize it and are gently shown.
Forcing the dyslexic children to 3rd base would expect them to be able to learn kinetically without doing and to stop being dyslexic when they are dyslexic. Dyslexic children don’t choose to be dyslexic and they do not pretend if they are given opportunities to be honest with how they are seeing.
Teachers, parents, principles and authority figures can in later grades pressure the dyslexia students to want to hide their differences or pretend they know how to read by avoiding reading. Authority pressures need to be kept in check by parents if the parents care about their children. It is important that the Dyslexic child is able to express their Dyslexic viewpoints as that is often the time where they will be able to come up with ingenious ideas and concepts that others overlook.
All many child know is the anger or scolding that their teachers give them when they don’t do well in spelling or literature. The funny fonts that are often used in nursery rhymes books make reading illegible to the Dyslexic child. Reading out loud is a thing that they will do nearly anything to avoid including bathroom trips or being sent to the principles office to avoid the classroom’s reading time.
If the dyslexic child only knows the scorn of their teacher or the isolation of never receiving a good star for their effort, which they painstakingly try at, what kind of life are they actually living? Many dyslexic children live fear based avoidance-existences where they just hope that they can find a way to fit in rather than being called out on how badly they know how to read. School has become less about learning and more about reading in the past two decades as well.
Learning involves doing activities and exploring all the possibilities of answers relating to those activities. The Dyslexic Child’s advantage point of being a non-linear being is taken away as soon as textbooks replace learning or teaching. Teachers who rely on the students reading all their work and then having a discussion sometimes unwittingly put pressures on dyslexic children rather than going through and reading aloud themselves the textbook sections of the work.
Many dyslexic children even when they are very young learn that if they listen to everything they could possibly hear they might be able to get by and get passing grades. Audible teaching in the classroom is a must in most classroom situations and it is so important for many different reasons involving teaching. Life conditions of students who are not dyslexic could also benefit from audible reading of textbook materials and the teacher actually communicating in more than just written ways.
Many teachers who pay attention to dyslexic children may find that whatever they are able to teach the student by ear the student will be able to learn and answer adequately. This is because of the intelligence of the dyslexic student not because of any stereotype of them being ill witted.
Dyslexia children or Dyslexic children will often make up meanings of words that they see or become very creative with exploring possibilities of definitions. If they are audibly told about what something means many will remember that very well and be able to function with that new knowledge. Teachers who are communicating with their students are far better teachers than some. Teachers have a challenge that they have to teach many differences within their classrooms and many different types of students.
Teaching in all dimensions can enable all students, dyslexic and not dyslexic to be empowered to succeed with how they as individuals see the world. Including Dyslexia into the learning will only strengthen the classroom environment and acceptance of all the students in the classroom. Grand differences can be mended through similarities in surprising ways.
Often times teachers unwittingly will do linearity testing or tasks that involve or reward only linear students. Spelling bees can be great events but for a dyslexic child they could be a nightmare. The more artistic a classroom can become, the better expressed all who are within it can be, the more the classroom can succeed as a whole. If a dyslexic child learns context over linearity that should be accepted and their creative output on the topic should be rewarded by recognition.
In Middle school Examples are important. The higher grades the dyslexic child knows how to write the alphabet yet in reading it they will still reverse order of the letters that repeat within the English alphabet. This means that words like aptitude will change to abtitupe or aptitnbe. These reading challenges means that they could spend literally ten times more time than the other students to be able to comprehend the same word. If the student has a teacher that can understand what it is like for them to read and can spend time reading the text books materials to the dyslexic child they can overcome spending all that time trying to read something that is very difficult. The word aptitude is a very tough word.
If the Middle school teacher gets the materials that are posted on this site ImproveDyslexia.com and starts to give the alternative Dyslexia spellings to the dyslexic child it can really help and assist them in learning. What the Middle school child will do is expand their knowledge by recognizing and learning to recognize all the different dyslexia spellings of the word. This will really help to learn that when they read the word abtitupe or abtitiupe that they both mean aptitude. This is the functioning of learning to read as an older dyslexic student.
The details of learning the alternative dyslexia spellings makes reading possible to the dyslexic child and later the dyslexic adult. The teacher can start to appreciate the massive amount of time in studying the dyslexic child is doing to be able to read and obtain the knowledge that they are gaining in the classroom and homework. It is incredible the achievements that the Dyslexic child can make when they are accepted as being who they are with learning tools like dyslexia spellings to improve their abilities and comprehensions.
Teaching Dyslexia Children
This Article is Copyright ImproveDyslexia.com and author Simon Blake