References

Campbell, T. (2013). Dyslexia:

The government of reading. New
York: Palgrave Macmillan.
Educational Implications. (2013).
Retrieved from
excellencegateway.org.uk/node/3
69

What Is Dyslexia?
Dyslexia is a disorder manifested
in difficulty learning to read despite
conventional instruction, adequate
intelligence and socio-cultural
opportunity. It is dependent on
fundamental cognitive disabilities
which are frequently constitutional
in origin (Riddick, Wolfe &
Lumsdom, 2003)

Characteristic:
-difficulty processing short-term
and long-term memory

Hallahan, D., Kauffman, J., &

Pullen, P. (2009). Exceptional
learners: An introduction to
special education (11th ed.).
Boston, MA: Pearson/Allyn &
Bacon.
Moody, S. (2007). Dyslexia:
Surviving and succeeding at
college. London: Routledge.
Muter, V. (2003). Earlly reading
development and dyslexia.
London: Whurr Publishing.
Riddick, B., Wolfe, J., &
Lumsdom, D. (2003). Dyslexia: A
Practical Guide for Teachers and

DYSLE
XIA

-may have a hard time

transforming short-term memory
into long term memory
(remembering names)
-visual difficulties
-may have difficulty reading,
spelling, or manipulating numbers

THANKS FOR
READNING

By: Imani Wheeler

Educational
Implications

Schools communicate mainly

with reading and writing. This is a
disadvantage for dyslexic students
because reading and writing are
usually a weak point. Students with
dyslexia are usually better with
creativity and visual based
assignments.
Dyslexic students have to adapt and
use different strategies while
learning. Different dyslexic student
may learn differently have different
weakness, therefore they may have
different strategies. It is suggested
that teachers use technology or
electronic handouts so that the
student can the assignment to their
own learning style.
Other strategies:

Use rewards to positively

enforce students when they
achieve a goal in an area
that they have difficulty in.
Encourage the student to
read more by making the
stories more personalized
and involve the student so
that they can use their
creativity.
Use books that have
repetitive words. It is easier
for the dyslexic student to
transform the information
into their long term memory

Dyslexia and
School

A rapidly growing amount of

people are being diagnosed with
dyslexia. At the turn of the
twentieth century five people has
been diagnosed as dyslexic; at the
turn of the twenty-first century, the
Dyslexia Institute estimated that
there are six million individuals who
could be diagnosed with some form
of dyslexia in the UK alone
(Campbell, 2013, p. 1). This means
that the there are many students
that have dyslexia. These students
may be having difficulty in school.
Since many students with
dyslexia have a hard time with
memory they may have trouble
doing things such as remembering
multiplication facts. The student
may have a hard time transforming
short-term memory into long term
memory; they may require more
exposure to information in order to
retain it. Memory problems also
affect more minor things while

Needs of the
Students
Students with dyslexia may
need different things than other
students in the class. One thing
that dyslexic students may need is
more time. Dyslexic students need
to spend more time focusing on
literacy, both learning and the
process.
useful websites:
http://dyslexiahelp.umich.edu/profe
ssionals/dyslexia-school/strategiesfor-teachers
http://www.tsrhc.org/dyslexiaparent-center
http://www.pbs.org/parents/readingl
anguage/articles/dyslexia/the_facts.