Dominican College of Tarlac

( Formerly Dominican School )

Mc. Arthur Highway, Poblacion, Capas 2315, Tarlac

CONTINUUM SUPPORT
PRACTICES FOR
LEARNERS WITH
Dyslexia

Submitted to:
Ms. Dalisay Rigor

Submitted by:
Christian Joshua T. Day
 TABLE OF CONTENTS

TITLE

PAGE

Introduction
---------------------------------------------------------------------------------- 1
Definition and Characteristics of
Dyslexia------------------------------------------------ 2
Causes of
Disability-------------------------------------------------------------------------
- 2.1
Classrooom
Support------------------------------------------------------------------------- 3
-4
a. Parental Consultation
b. Teacher Observation Records
c. Learning Environment
d. Teacher Objectives
e. Literacy and Numeracy
f. Language Skills
Classroom Support
Process--------------------------------------------------------------- 4-5
a. Parental Consultation
b. Teacher Observation Records
c. Learning Environment
d. Teacher Objectives
e. Literacy and Numeracy
f. Language Skills

School
Support---------------------------------------------------------------------------
----- 6-7
 a. Parental Consultation
b. Teacher Observation Records
c. Learning Environment
d. Teacher Objectives
e. Literacy and Numeracy
f. Language Skills
School Support
Activities------------------------------------------------------------------- 7-8
a. Parental Consultation
b. Teacher Observation Records
c. Learning Environment
d. Teacher Objectives
e. Literacy and Numeracy
f. Language Skills
School Support
Plus-------------------------------------------------------------------------- 8-9
a. Parental Consultation
b. Teacher Observation Records
c. Learning Environment
d. Teacher Objectives
e. Literacy and Numeracy
f. Language Skills
School support Plus
Process-------------------------------------------------------------- 9-10
a. Parental Consultation
b. Teacher Observation Records
c. Learning Environment
d. Teacher Objectives
e. Literacy and Numeracy
f. Language Skills
Conclusion-----------------------------------------------------------------------
--------------- 10
References-----------------------------------------------------------------------
--------------- 11
INTRODUCTION

A. Definition

Dyslexia is a learning disorder that involves difficulty reading due to problems

identifying speech sounds and learning how they relate to letters and words

(decoding). Also called reading disability, dyslexia affects areas of the brain that

process language. People with dyslexia have normal intelligence and usually have

normal vision. Most children with dyslexia can succeed in school with tutoring or a

specialized education program. Emotional support also plays an important

role.Though there's no cure for dyslexia, early assessment and intervention result in

the best outcome. Sometimes dyslexia goes undiagnosed for years and isn't

recognized until adulthood, but it's never too late to seek help.

B. Characteristics

1.Difficulty in learning to read, write, spell, and do arithmetic

2.Difficulty in following oral and written instructions.
3.Cramped or illegible handwriting
4.Difficulty in staying on task
5.Easily distracted
6.Confusion in sequence of letters and symbols: e.g. B and d, quite and quiet, was and
saw, 18 and 81
7.Delayed spoken language
8.Confusion about directions in space, time, right and left, up and down, north and
south, yesterday and tomorrow
9.High level of frustration
10.Difficulty in retaining information
11.More than average test-taking anxiety
12. Increased or reduced energy level
13.Immaturity

C. Causes

 Reading well below the expected level for age

 Problems processing and understanding what he or she hears
  Difficulty finding the right word or forming answers to questions
 Problems remembering the sequence of things
 Difficulty seeing (and occasionally hearing) similarities and differences in
letters and words
 Inability to sound out the pronunciation of an unfamiliar word
 Difficulty spelling
 Spending an unusually long time completing tasks that involve reading or
writing
 Avoiding activities that involve reading

PART II

CLASSROOM SUPPORT

CLASSROOM SUPPORT ACTIVITIES

A. Parental Consultation

Fortunately, with the proper assistance and help, most kids with dyslexia are able to

learn to read and develop strategies that allow them to stay in the regular classroom.

They usually work with a specially trained teacher, tutor, or reading specialist to learn

how to read, spell, and manage the condition. Your child's teacher, psychologist, or

pediatrician may recommend an academic therapist — also called an education

therapist or an academic language therapist — who is trained to work with kids with

dyslexia.

B. Teacher Observation Records

We going tobserve the child have Dyslexia in Classroom observations where we

used to record how often the child exhibits various Dyslexia symptoms in

the classroom. The frequency with which the child with Dyslexia exhibits these and

other target behaviors are compared to norms for other children of the same age and

gender.
C. Learning Environment

For me as a teacher I am going to give such as specialized instruction, extra time

for tests or homework, or help with taking notes

D. Teacher Objectives

The time spent in education is a significant part of a child’s development. As a

teacher, aiding the growth of a dyslexic learner is a wonderful opportunity.

Nonetheless,it can be a challenging task, and it’s important to remember that what

makes a dyslexic learner struggle is neither a lack of intelligence nor willfulness.

E. Literacy and Numeracy

Students with learning difficulties may have problems with reading, writing, maths or

paying attention in class. They may also be disengaged or showing signs of poor

social emotional health. A learning difficulty can be caused by a neurodevelopmental

condition which affects the way a student behaves and/or processes

informationmin students with Dyslexia.

F. Language Skills

Dyslexic students have a learning difference.Their brain can’t hold information as

efficiently as non-dyslexics, often making their learning a slow, difficult, and at times

impossible process.

CLASSROOM SUPPORT PROCESS

A. Parental Consultation
 As a teacher we are the second parent of the different children or our different

students. Parenting is as important as any other part of  Dyslexia treatment. Focus

more energy on teaching your child what to do, rather than reacting to what not to do.

Provide Positive Attention, Give Effective Instructions, Praise Your Child's Effort,

Use Time-Out When Necessary, Ignore Mild Misbehaviors, Establish a Reward

System and Allow for Natural Consequences.

B. Teacher Observation Records

As a teacher the observing that we are necessary going to do is a mild observing,

you are going to walk of course inside the classroom while thinking critically for the

child who have Dyslexia. After all, you can always tell something to him/her that

he/she going to do better and motivate to your talk about the particular child.

C. Learning Environment

They do best with an engaging active curriculum at school and an active

home environment. Incorporating physical movement and motor activity throughout

the day increases successes, just like creating worksheets and tests with fewer items,

give frequent short quizzes rather than long tests, and reduce the number of timed

tests.Test students with Dyselxia in the way they do best, such as orally or filling in

blanks, divide long-term projects into segments and assign a completion goal for each

segment.

D. Teacher Objectives

We will help students focus. Remind students to keep working and to focus on

their assigned task. For example, you can provide follow-up directions or assign
learning partners. These practices can be directed at individual children or at the entire

class.

E. Literacy and Numeracy

Teachers can help prepare their students with Dyselxia to achieve, for example,

explain to students that a language arts lesson will involve reading a story, for them to

get energize with the lesson.

F. Language Skills

The student with Dyslexia is likely to have difficulties with the learning style

supported by the school system that of being a good listener, being able to sit and

focus for extended periods of time and of having good reading and oral language

skills.

PART III SCHOOL SUPPORT

SCHOOL SUPPORT ACTIVITIES

A. Parental Consultation

We all know that we don’t have just a teacher we have a different heads like the

Dean, we can invite the Dean inside the classroom when the day we are going to

conduct meeting.

B. Teacher Observation Records

A dean can say something also for the child with the Dyslexia after the observing

done in the particular meeting. He/She can do also a counselling with the child if there

is something wrong about.

C. Learning Environment
 The dean can conduct something new in school that can help the child with

Dyslexia by learning or something treatment.

D. Teacher Objectives

The one of our objectives with the child have Dyslexia is for them to get better

and can follow also in the school activities or chores like a normal person to be.

E. Literacy and Numeracy

The normal student can always learn something in seeing a whiteboard that have

a penmanship or read, aside from that we can ask the child to must use a device but

they do not do using internet, it is just for them to get things better while they are in

school lets juts give something new accommodations.

F. Language Skills

We can also input the things language skills through the special meeting that we

conduct.

CLASSROOM SUPPORT PROCESS

A. Parental Consultation

The child with Dyslexia and the parent should be aside.

B. Teacher Observation Records

The teacher discussing about something need to be discuss and while after the

Dean will have an additional time to talk with the parents and child with Dyslexia.

C. Learning Environment

Whatever our level of schooling we need to be good to everyone we meet in

school, even with the child with disabilities.

D. Teacher Objectives
 One of the objectives is going to be a good and better influence with all the

students in school because that is the brilliant thing to do as a teacher.

E. Literacy and Numeracy

As a teacher we need to read or teach our students what lessons they need to

learn.

F. Language Skills

We need to fully have attention in students foremost who child who have

Dyslexia.

PART IV SCHOOL SUPPORT PLUS

SCHOOL SUPPORT PLUS ACTIVITIES

A. Parental Consultation

Special Meeting for those who child have Dyslexia with their parents.

B. Teacher Observation Records

While discussing the common things to student and parents in the classroom we

need to be wise always what might things that be happen and what are the things that

we need to build inside the classroom with them.

C. Learning Environment

We can conduct meeting or activities that can boost their spiritual perceptions in

school or different things in school.

D. Teacher Objectives

As a teacher we can have the board that having a words or quotes also in our

house that can motivate us while we are going in school for us to be good in students.

E. Literacy and Numeracy

 While we have the lesson we always apply, that we call every students inside the

classroom like recitation to enhance their learning skills.

F. Language Skills

Support the student's participation in the classroom.

SCHOOL SUPPORT PLUS PROCESS

A. Parental Consultation

Give your kids the chance to make wise choices, stay calm and advocate for your

child when appropriate.

B. Teacher Observation Records

The current study examined the behaviors related to academic engagement

exhibited by students with Dyslexia during instruction in math and reading. So we

need to be aware about the philosophy of the child have Dyslexia, because most of

them are really intelligent.

C. Learning Environment

The classroom environment can pose challenges for a child with Dyslexia The

very tasks these students find the most difficult sitting still, listening quietly,

concentrating are the ones they are required to do all day long. We just consider

things that they cant do in terms of schooling.

D. Teacher Objectives

As a teacher we need to be a role model just be good, and do good things to them.

E. Literacy and Numeracy

We just need to make big the things on the board so they can understand them

better, and they can read them more easily.

F. Language Skills

Studies in language skills show that children with  are Dyslexia at risk for

articulation disorders, which affect their ability to produce letter sounds appropriate

for their age. Beyond that, they also commonly have differences in fluency and vocal

quality when speaking. One study even detected Dyslexia through these speech

differences, so we also need to learn the different languages that we are teaching to

them.

CONCLUSION

This course has been about understanding the idea of psychological abnormality and

its implications. What we have learned is that ‘normality’ is defined in a variety of

ways, and it is important to ask what model of ‘normality’ is being subscribed to

when looking at ‘abnormal’ populations. Are we judging someone's behaviour

according to medical, statistical or social definitions of ‘normality’? The point of

giving a detailed example like that of dyslexia is to show that in practice there are

difficulties in applying any one model of ‘normality’, and that they all have

implications for defining a condition, which in turn will have implications for

diagnosis and management. Our discussion has shown that it is important to integrate

the different psychological accounts of the condition in order to provide a full

explanation of potential causes and strategies for remediation. Moreover, it is

important to consider what can and should be addressed during remediation and

which behaviours, however ‘abnormal’, are valuable and even desirable in particular

contexts.

REFERENCES
https://www.mayoclinic.org/diseases-conditions/Dyslexia/symptoms-causes/syc-

20350889

https://www.open.edu/openlearn/education-development/education/understanding-

dyslexia/content-section-4