Children in various levels of their education exhibit different signs that are associated with dyslexia (Lapkin, E. (2014, April 2)). Children that are in preschool or kindergarten might have difficulties in identifying the letters of the alphabet, learning new words, and pronouncing words correctly (Lapkin, E. (2014, April 2)). Even decoding words and blending words such as S-N-A-P to the word snap might be difficult for a child who has dyslexia (Lapkin, E. (2014, April 2)). Students in preschool or kindergarten may have a smaller vocabulary than their peers (Lapkin, E. (2014, April 2)). Children in early elementary or middle school that have dyslexia might experience more difficulties with learning (Lapkin, E. (2014, April 2)). Students
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Word problems in the middle grades may confuse dyslexic students, due to the fact that word questions usually have directions that require the student to follow to get the answer (Lapkin, E. (2014, April 2)). As dyslexic students get older they might not want to attempt to read or write due to their poor reading and writing skills (Lapkin, E. (2014, April 2)). While dyslexic students are growing into their teen years speaking in front of people might also become a problem (Lapkin, E. (2014, April 2)). Speaking in public for a normal teenager might be a piece of cake but for a dyslexic student it may become overwhelming to them (Lapkin, E. (2014, April 2)). When a dyslexic student gets older they might struggle with reading out loud (Lapkin, E. (2014, April 2)). A dyslexic student most likely will not be on the same reading level as their peers therefore might not use proper grammar (Lapkin, E. (2014, April 2)). While transitioning into high school dyslexic students are most likely going to have trouble summarizing a story due to their brain not functioning properly (Lapkin, E. …show more content…
Although a person will have to live with dyslexia for the rest of their lives that does not mean that they cannot improve their reading skills (Lapkin, E. (2014, April 2)). There are multiple ways in which a child with dyslexia can get help for the learning disorder (Lapkin, E. (2014, April 2)). Depending on the severity of the child’s dyslexia will determine what type of intervention is needed (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). The earlier a child is diagnosed with dyslexia the better (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). If a child is diagnosed with dyslexia at a younger age that can hopefully help a child improve their reading skills (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). If a child is diagnosed with dyslexia before they are three years of age that child will have an individualized family service plan (IFSP) (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). If a child is diagnosed after the age of three an individualized education program (IEP) will be set up for them (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). When a child has an IEP the parents, child, teachers, counselors, other school personal, and special education teachers should develop an IEP based on that child’s needs (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). The main objectives of an IEP is so the child’s needs are assessed in a meaningful way, the teaching methods that are being
Word problems in the middle grades may confuse dyslexic students, due to the fact that word questions usually have directions that require the student to follow to get the answer (Lapkin, E. (2014, April 2)). As dyslexic students get older they might not want to attempt to read or write due to their poor reading and writing skills (Lapkin, E. (2014, April 2)). While dyslexic students are growing into their teen years speaking in front of people might also become a problem (Lapkin, E. (2014, April 2)). Speaking in public for a normal teenager might be a piece of cake but for a dyslexic student it may become overwhelming to them (Lapkin, E. (2014, April 2)). When a dyslexic student gets older they might struggle with reading out loud (Lapkin, E. (2014, April 2)). A dyslexic student most likely will not be on the same reading level as their peers therefore might not use proper grammar (Lapkin, E. (2014, April 2)). While transitioning into high school dyslexic students are most likely going to have trouble summarizing a story due to their brain not functioning properly (Lapkin, E. …show more content…
Although a person will have to live with dyslexia for the rest of their lives that does not mean that they cannot improve their reading skills (Lapkin, E. (2014, April 2)). There are multiple ways in which a child with dyslexia can get help for the learning disorder (Lapkin, E. (2014, April 2)). Depending on the severity of the child’s dyslexia will determine what type of intervention is needed (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). The earlier a child is diagnosed with dyslexia the better (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). If a child is diagnosed with dyslexia at a younger age that can hopefully help a child improve their reading skills (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). If a child is diagnosed with dyslexia before they are three years of age that child will have an individualized family service plan (IFSP) (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). If a child is diagnosed after the age of three an individualized education program (IEP) will be set up for them (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). When a child has an IEP the parents, child, teachers, counselors, other school personal, and special education teachers should develop an IEP based on that child’s needs (Hallahan, D., Kauffman, J., & Pullen, P. (2015)). The main objectives of an IEP is so the child’s needs are assessed in a meaningful way, the teaching methods that are being