BDA估计的,英国10%的人口是诵读困难,4%可以划分为严重的患者。阅读障碍被认为是残疾的定义在2005年残疾歧视法案。许多诵读困难的人,成人或儿童,不能发挥他们的潜力,大量的人口不理解什么是阅读障碍,这些困难,以及如何支持他们。难语症不是一个明显的困难,它是不见了。因此,诵读困难的人必须克服许多障碍,使一个完整的对社会的贡献。阅读障碍的早期识别是至关重要的,以确保孩子们支持尽早这是其中一个原因,我确保所有托儿所护士,助教,我教有一个基本知识的原因,症状和一些策略来帮助孩子克服这些障碍,以及知道谁联系专家咨询和诊断。奥尔德姆的16岁以下的人口估计为47800年的2011(奥尔德姆MBC)如果这是诵读困难这相当于大约4780的10%。老师和助理需要结合不同的学习风格,以确保他们满足这些学习者的需求。阅读障碍有时从出生,可以在生活中保持一个常数的障碍。有些失读症的特点是困难与语音处理,快速命名、工作记忆、处理速度,自动开发的技能,它可能不匹配一个人的其他认知能力。阅读障碍可以挑衅的传统教学方法,但其效果可以通过干预措施加以解决,例如建立孩子的信心。我教我的学生的一件事就是与孩子建立信任的重要性。老师/助理可以通过让孩子去识别他们擅长什么,然后确定他们不擅长的事情。这样孩子会快速识别,他们擅长的东西比他们不擅长的事情。另一种方法来提高他们的信心将会使用奖励孩子的恒星系统非学术成就这将帮助建立信心的年轻人。这个新发现的信心可以帮助为特殊类型的学习奠定基础,孩子需要帮助他们与他们的阅读和拼写。
美国佛罗里达大学论文代写:BDA
It is estimated by the BDA that 10% of the British population are dyslexic and 4% can be classed as being severe sufferers. Dyslexia is identified as a disability as defined in the Disability Discrimination Act 2005. Many dyslexic people, adults or children, are unable to fulfil their potential as a significant number of the population do not understand what dyslexia is, the difficulties, and how to support them. Dyslexia is not an evident difficulty; it is out of sight. As a consequence, dyslexic people have to rise above many barriers to make a full contribution to society. Early identification of dyslexia is crucial to ensure that children are supported as early as possible this is one of the reasons that I ensure that all nursery nurses, teaching assistants that I teach have a basic knowledge of causes, symptoms and some strategies to help children to overcome these barriers as well as knowing who to contact for specialist advice and diagnosis. Oldham's under 16 population is estimated to be 47,800 in 2011 (Oldham MBC) if 10% of these are dyslexic this equates approximately 4780. Teachers and assistants need to incorporate different learning styles in order to ensure that they are meeting the needs of these learners.Dyslexia is sometimes from birth and can remain a constant barrier in life. Some features of dyslexia are difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual's other cognitive abilities. Dyslexia can be defiant to traditional teaching methods, but its effect can be tackled by interventions, for example building the confidence of children. One of the things that I teach my learners is the importance of confidence building with the child. The teacher/assistant can do this by asking the child to identify what they are good at and then identify things that they are not so good at. In this way the child will quickly identify that they are good at more things than things that they are not good at. Another way to boost their confidence would be to use the star system of rewarding the child for non academic achievement this will help build the confidence of the young person. This new found confidence can help lay the foundation for the special kind of learning that the child needs to help them with their reading and spelling.
