Today, school teachers are increasingly dealing with disabled children. In fact, we notice more and more hyperactive children or those with behavior problems. This could be explained by the fact that working parents don't get enough time for their kids. With parents' wish of perfect equal opportunities for all the children at school, teachers do not have adequate training to deal with them.
One of these disabilities is dyslexia. It is a specific learning disability that manifests primarily as a difficulty with written language, particularly with reading and spelling.
Dyslexia is most commonly characterized by difficulties with learning how to decode at the word level, to spell, and to read accurately and fluently. Dyslexic individuals often have difficulty "breaking the code" of sound-letter association and they may also reverse or transpose letters when writing or confuse letters such as b, d, p, q. Reading comprehension is really an important work in primary school. So, to analyze different methods which allow children to improve their level of decoding skills and language comprehension skills, we can use the article.
[...] Marjatta Takala, in her article uses an example of theses strategies used in a school, so we can illustrate our question by this example to see how the teacher teaches the methods and what were the results. What was done? To conduct the study, two schools were selected in Helsinki in November 2002. The first was a special school for children with dyslexia and the second was a primary school. Six similar interventions were planned for five weeks in fourth-grade and sixth-grade classes in both schools. The teachers involved were also trained to teach the four cognitive strategies and to continue to use reciprocal teaching. [...]
[...] The instruction always took place with the whole class and no special arrangements were made. A lot of discussions and group work was done. A note was also sent home explaining all of the strategies, allowing parents to understand and to continue what was done in class. During the intervention the strategies were practiced in different ways: Prediction: The educator asked children to make guesses about the text. Or for example, when the text deals with a country, children said what they already knew about this country. [...]
[...] First it is interesting to put students in a state of project in order to show them that what they learn can be used later. So they know that when they work, it is not only for the next day course but the lesson may be used later. Here the state of project has been given when all the strategies were presented to the pupils and discussed with examples. It is also good to remind to pupils that the reading comprehension is necessary in everyday life, to read newspapers or to understand a recipe. [...]
[...] Then the children were asked to make “major questions” with answers to be gleaned from several different paragraphs. This step of questioning allows seeing how the different kinds of questions were practiced. Later, a discussion between teacher and pupils is necessary to see the differences of the answers to various kinds of questions. The teacher takes an interest for most of children's responses in order for each of them to feel concerned and understand their mistakes but as well what is interesting in their answers. [...]
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