Dyslexia is a fairly well-known condition, about the details of which, however, most people know practically nothing. Therefore, a detailed study of this topic can be shocking, eye-opening. In my case, learning about dyslexia, the difference in reading, and how to evaluate and teach children with dyslexia was a somewhat humiliating but gratifying experience for me. The more I studied this topic, the more I realized how big the knowledge gap is and how important it is to fill it. Despite my initial ignorance, being honest with myself helped me effectively assess the missing knowledge and grow professionally by observing such students’ lives.
First of all, my lack of detailed understanding of the topic prevented me from realizing the number of components that dyslexia consists of. Contrary to common stereotypical misconception, this condition is associated with many more problems than just seeing letters or words backward. I obtained helpful insight and detailed information through a thorough study of a specialized test designed for a child with dyslexia. According to Dr. Cruger, tests for assessing the condition of a student are divided into five categories, evaluating the main groups of knowledge that are vital for any person (Understood, 2017). These include all possible ways of obtaining information and communication: speaking skills, reading, pronunciation, writing, and an overall assessment of background knowledge.
A detailed study of each of these groups allows drawing up a general portrait of the child, describe their situation, and give an idea of possible ways to solve problems. For example, checking the general level of knowledge can show how a student is lagging behind due to their problems, not having time to master the material (Understood, 2017). The study of spelling and oral language skills allows assessing the issues with the perception of speech and sounds. As Dr. Cruger demonstrates, using both conventional and “nonsense” words, identifying and manipulating individual sounds is critical to the entire learning process, both reading and writing.
Studying and observing a detailed assessment of the child’s condition allowed me to identify a considerable amount of helpful information for myself, which can be used in my future work. For example, knowing how dyslexia is assessed, what symptoms and factors can be used to conclude speech problems, one can notice these moments right in the learning process. Such an analysis will require constant attention to children and concentration, which, of course, is a challenging process. However, for children’s sake, it is necessary to try to introduce such elements into the educational process, thereby helping both the children themselves and their parents pay attention to difficult moments in time.
In addition, to simply highlighting the problems, an additional alternative is to introduce various kinds of exercises into the educational process. For example, the Orton-Gillingham program, discussed in one of the videos, helps children with dyslexia through special activities (PRIDE Reading Program, 2020). Before reading this material, I had no idea how vital things like kinesthetic movements or physical interaction through play can be in learning and correcting problems like this. However, from a logical point of view, it makes sense. Children with dyslexia need a different approach to learning that will enable them to overcome difficult moments, such as words that cannot be sounded out phonetically (PRIDE Reading Program, 2020). Knowing at least the basics of such curricula will allow me, if necessary, to modify the learning process for students with dyslexia, offering them an alternative task that meets their requirements.
Thus, a detailed study of this course, analysis of student assessment tools and special training programs allowed me to rethink my approach to teaching children in many ways and realize the problems of children with dyslexia. However, timely analysis of this topic and recognition of knowledge gaps allowed me to grow significantly and become a more qualified specialist. In the future, I will put this knowledge into practice, being more attentive to the problems of students with dyslexia.
References
PRIDE Reading Program. (2020). The Orton Gillingham lesson [Video]. YouTube. Web.
Understood. (2017). Inside a dyslexia evaluation [Video]. YouTube. Web.