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Essay / Research Paper Abstract
A 9 page paper that begins with an introduction to dyslexia and the regular education classroom teacher. This is a frustrating condition for both the student and the teacher because it sometimes seems that no matter how motivated the student is or how hard the teacher works, little progress seems to be made. This essay discusses some approaches that have been shown to be effective for elementary dyslexic students in regular classrooms. Bibliography lists 10 sources.
Page Count:
9 pages (~225 words per page)
File: MM12_PGdyslx3.rtf
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Unformatted sample text from the term paper:
the U.S." is affected by dyslexia (Reilly, 2001). Most teachers do not have adequate backgrounds for meeting the needs of these children in regular education classes (Wadlington, 2000). Many
are not certain of even the definition of dyslexia, primarily because the term has been overused and too often is applied to any student with a reading problem (Wadlington, 2000).
Teachers also do not know exactly what the characteristics of dyslexia are or how to best provide instruction for the dyslexic students while meeting the needs of the rest of
the children in their classrooms (Wadlington, 2000). There isnt anything wrong with these teachers, they just do not have enough background knowledge in this particular disability. This is not a
condition for which there is a "cure," it is a lifelong condition that interferes with all language arts - reading, writing, spelling and it can also interfere with learning mathematics
(Wadlington, 2000). Dyslexic children do not have lower intelligence (Wadlington, 2000). Dyslexia is not related to motivation, sensory deficits, poor home environments or a lack of good teaching (Wadlington, 2000).
Dyslexia is a neurologically-based that interferes with phonological processing ability; it interferes with "language acquisition and processing" (Wadlington, 2000). It has been found that this genetic condition is also hereditary
(Reilly, 2001). Numerous other researchers have also noted the difficulties with phonological processing (Berninger, 2000; Nussbaum and Balise, 1998; Beckham & Biddle, 1989; Reilly, 2001; Tonnessen, 1999). The child becomes
frustrated when their efforts seem to get them nowhere and the teacher becomes frustrated because he or she feels inadequate to make a difference for these children (Wadlington, 2000).
Despite the severity of this condition, dyslexic individuals can live a fruitful and satisfactory life (Wadlington, 2000). Berninger stated that "dyslexics are slow responders who can learn to read and
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