Dyslexia is a special learning need which is extremely complex. As teachers, we need to be prepared to teach students with dyslexia, but more importantly, we must make sure we are setting them up for success in the classroom. In a time when more and more teachers are evaluated based on their students’ reading scores, we must be sure that we are doing everything possible to help our most struggling readers. In my white paper on dyslexia and technology to support students with dyslexia, I found interesting research on brain imaging and the cause of dyslexia. I describe the differences in the white and grey matter of the brains of people with dyslexia and of people who do not have dyslexia. From there, I discuss an interesting article on how silent reading time may not be as beneficial for our students with dyslexia as we thought. Finally, I explain how Raz-Kids (a website and app) can effectively support students with dyslexia. I also include a screencast to show exactly how it works. Raz-Kids provides resources and options for students, but it also provides a monitoring piece for teachers – in this way, students are supported because teachers are able to monitor student progress. Any comments or questions are appreciated. References for my white paper are cited at the end of the paper.
(photo credit: Freeparking. (30 May 2007). Rosina Emmet Sherwood, girl reading 1888 [photo]. Retrieved from https://www.flickr.com/photos/freeparking/521525494/.)
Silent reading time may hurt, more than help, our students with dyslexia. It is our job as teachers to help these students progress as readers.
Freeparking. (30 May 2007). Rosina Emmet Sherwood, girl reading 1888 [photo]. Retrieved from https://www.flickr.com/photos/freeparking/521525494/.