Identifying and Remediating Dyslexia in Kindergarten and the Foundation Year
Dyslexia is a learning disability found across the ability range. It is an unexpected failure to learn to read and spell despite conventional classroom instruction. It is usually identified at about 7 years of age or beyond when the dyslexic fails to learn to read. The incidence varies in different...
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| Formato: | Capítulo de libro |
| Lenguaje: | inglés |
| Publicado: |
IntechOpen
2020
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| Acceso en línea: | https://www.intechopen.com/chapters/70837 |
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| Sumario: | Dyslexia is a learning disability found across the ability range. It is an unexpected failure to learn to read and spell despite conventional classroom instruction. It is usually identified at about 7 years of age or beyond when the dyslexic fails to learn to read. The incidence varies in different countries in different languages and with teaching methods. This research presents a new method for the identification of dyslexia by the Reception or Kindergarten teacher as part of everyday teaching. The method uses a child’s freeform writing and a checklist that identifies a critical borderline point that must be reached if the child is to become literate. In order to overcome any difficulty, a specific intervention was identified and a training technique was introduced in a Reception Year cohort (N = 175 children). It was based upon previous research that found dyslexia was caused by a unique deficit that prevented them from developing early phonological awareness in the normal course of learning. The intervention strategy also enabled disadvantaged learners to catch up with more advantaged peers and close the 11-month learning gap found in the national statistics. Their Key stage 1 school SATs showed 30% uplift 3 years later. |
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| ISBN: | 978-1-83880-838-9 |
| DOI: | 10.5772/intechopen.90808 |