Reading Brain Knowledge and Training – SchoolNews

Our brains are naturally arranged to speak; They are not literate.

We need to train our brain to be a literate brain We consciously train so as to build a reading network in the brain. We now know that all brains learn to read alike; However, this does not mean that they are learning at the same pace.

When we read, our brain connects to our speech sound system (phonological awareness), our phonetic chip (matching letter letters), our meaning processing (allowing us to understand what we read), and the letter box (where we store words). To our long-term memory). We are not born with white matter to connect these areas. It needs to be taught and activated to be able to read (and spell) words.

With a dyslexic brain, it is more difficult to establish these connections between these processing systems. This is most often (but not always) associated with phonological consciousness difficulties. Understanding “why” and having the knowledge and tools relevant to “how” we learn to read are vital to being able to provide relevant evidence-based actions, strategies, and support.

This article appeared in our Term 1, read online here:

We can support students with our dyslexia to ensure they have the necessary literacy skills to manage the curriculum requirements. We can support them by understanding their pace or processing speed and cognitive profile. We can support them by moving as fast as possible but at a slower pace as needed and giving them many opportunities to repeat.

Systematic teaching of spelling is essential in elementary grades. A direct and clear teaching approach to spelling is fundamental to the development of dyslexic brain. Let’s not give words in our classrooms (such as words that are inconsistent in spelling lists). Teach spelling systematically and cumulatively; One that builds on previously learned concepts by adhering to a comprehensive framework (content) and sequence (teaching sequence) that is thorough, increases complexity, and teaches grain types and grain-splitting strategies, as well as spelling.

Given that English is only four percent irregular, knowing how it works is possible. Diagnostic assessment is crucial in identifying teaching and learning needs in terms of scope and sequence, in order to be able to adjust the pace of lessons and measure prior retention.

Our role as educators is to support all Akongas. But how do we teach to take into account the range of literacy levels found in the classroom?

Dyslexia In Kete, the Ministry of Education has named structured literacy as the most effective method for teaching dyslexic akonga. But it is also an evidence-based approach that is effective and can be implemented with accommodation for all students. For example, if we teach the Silent ‘e’ syllable type with a whole class approach, the basics of the concept are the same. Additional difficulties may be layered, or more repetition and clear instruction may be required, depending on the student’s abilities. An approach can be arranged for all students.

In the classroom, all students follow the same boundaries and sequence. They feel supported, able to learn at their own pace, and apply the knowledge gained by using appropriate resources such as decoding texts (up to a certain point in direction and sequence) and supporting material tailored to their learning pace. This will help them to transfer skills, sounds and letters that have been learned in isolation, at the level of words and sentences, and then into texts, to facilitate the free development of reading.

If we can strengthen our teaching approach and be more conscious in the obvious teaching of the reading brain, we can meet all needs and remove barriers so that our students feel safe to engage, feel more confident and supported in learning. Opportunity for flourishing.

Reading Brain Knowledge and Training – SchoolNews

Source link Reading Brain Knowledge and Training – SchoolNews

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