Day-to-Day Dyslexia in the Classroom

Pollock, Joy; Waller, Elisabeth; Politt, Rody

doi:10.4324/9780203461891

Cited by 35 publications

(24 citation statements)

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“…PSTs' knowledge of dyslexia was parallel to myths held by many inservice teachers (Pollock & Waller, 1997;Sanders, 2001) and society in general. The overwhelming majority of PSTs incorrectly specified that "seeing letters and words backwards" is an indicator of dyslexia, though current research and the definition of dyslexia by the NICHD denotes that dyslexia is language-based (Lyon et al, 2003) and not due to faulty visual processing.…”

Section: Discussionmentioning

confidence: 94%

Are preservice teachers prepared to teach struggling readers?

2010

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Reading disabilities such as dyslexia, a specific learning disability that affects an individual's ability to process written language, are estimated to affect 15-20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice teachers' knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study was to examine elementary school preservice teachers' knowledge of basic language constructs and their perceptions and knowledge about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher preparation are discussed.

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Section: Discussionmentioning

confidence: 94%

Are preservice teachers prepared to teach struggling readers?

2010

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“…Not only does a delay in diagnosis impact on practitioners' abilities to support diverse learners but, as shown in the work of Ott (1997) and Solvang (2007), it can result in negative learner self‐esteem. As shown, low self‐esteem and ongoing confusion regarding learning barriers result in longer‐term problems with learner academic achievement (Humphrey and Mullins, 2002; Pollock et al ., 2004).…”

Section: The Resultsmentioning

confidence: 99%

Stories from school: dyslexia and learners' voices on factors impacting on achievement

Gibson

Kendall

2010

Support for Learning

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Students with dyslexia often experience low self‐esteem and, linked with this, low academic achievement. Our research, commissioned by the Higher Education Academy, was carried out by academics in two universities, one in the south‐west of England and one in the north‐west, over 2009–2010. It set out to address ‘transitions and questions of “access” to higher education for students with identified disabilities’. While we accessed interesting material in this area we were also impressed by the wealth of material provided by our respondents with dyslexia on their school experiences, in particular factors that had impacted on their self‐esteem and academic achievement. Thus this article, while not an intended outcome from our work on matters of transition to higher education, emerges as a story telling a rich and illuminating tale of student success and failure and lifting the curtain on factors impacting on self‐esteem and academic achievement for students with dyslexia at school.

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“…While the students had overcome their reading difficulties to a greater or lesser extent and could access most of the written curriculum, their spelling still presented a major challenge. As Pollock and Waller (1994) have indicated, 'Spelling in fact poses the greater problem for dyslexic children, and this difficulty can continue long after the reading difficulty has been improved. Poor spelling is usually a lifetime's embarrassment.…”

Section: Spellingmentioning

confidence: 96%

The effectiveness of teaching strategies for students with dyslexia based on their preferred learning styles

Exley¹

2003

British J Special Edu

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Sioned Exley is the SENCo at Guilsborough School, a comprehensive school with 1,300 students in rural N o r t h a m p t o n s h i re. She undertook the re s e a rc h reported in this paper while working towards her MA at De Montfort University. The study reported here looked at whether teaching to the preferred l e a rning styles of students with dylexia can impro v e their performance and attainment. Sioned Exley worked with a sample of seven students, four boys and three girls, in Years 7 and 8 in her school. Using both qualitative and quantitative methods, she indicates that five of the seven students made significant progress in both spelling and number work. All the students, in interviews, reported improved feelings about and attitudes towards their school work. While acknowledging that this is a small-scale study, Sioned Exley draws some positive conclusions.

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Day-to-Day Dyslexia in the Classroom

Cited by 35 publications

References 0 publications

Are preservice teachers prepared to teach struggling readers?

Are preservice teachers prepared to teach struggling readers?

Stories from school: dyslexia and learners' voices on factors impacting on achievement

The effectiveness of teaching strategies for students with dyslexia based on their preferred learning styles

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