Causal Theories, Indicators and Remediations for Educators of Dyslexic Students - a New Zealand Context.

Dyslexia

A difficulty with decoding and encoding the abstract symbols of written language

Despite: practice cognitive ability (intelligence)

normal hearing

normal vision

This suggests a neurological basis for this difficulty.

General facts virtually dyslexia:

*Dyslexia exists on a continuum of sharpness.

*Dyslexia has a genetic component...up to a 50% probability of being inherited if both p atomic number 18nts are dyslexic. The implications of this are serious for home support.

*The prevalence of dyslexia in English-speaking countries is high, as the orthography of the English language is opaque, compared to countries with either a transparent orthography, or a visual orthography.

*The suggested prevalence of dyslexia in New Zealand is 10% of students, and up to 50-60% of prison inmates.

*Dyslexia is not officially recognised in New Zealand, due to our traditional whole language reading approach.

*There is no focus on dyslexia (or other Specific Learning Difficulties) in pre-service teacher training.

*There is no mandatory screening member for dyslexia or funding/resources for support.

*It is assessed and remediated on a user-pays basis.

*Assessment is operable through some educational psychologists (who have been trained specifically), and 1-1 tutoring is lendable with specialist teachers.

*Accommodation strategies are available for dyslexic students sit NCEA assessments - such as reader/writers and extra time, but thither are strict evidence criteria for approval.

*Dyslexic students can be very successful, both in their chosen subjects and careers, due to their opinion and resilience strategies.

*Each dyslexic student is different. Their indicators will vary, their severity will vary, their coping strategies will vary, their strengths will vary, their weaknesses will vary, and so will their behaviours.

*This makes it difficult to support them effectively in an comprehensive environment.

Identification:

The transition from Year 8 to Year 9 is a quantum leap for all students, but especially for dyslexic students.

The main issues that...

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