Improves reading accuracy and basic writing skills Standardized tests, humanities teachers, and the culture at large reward those with a strong vocabulary. On a subtle level, vocabulary is often used as an unconscious gauge to determine a person’s level of intelligence. But much less subtly, having a strong working vocabulary helps one make meaning from the oral and written word. Dyslexia has nothing to do with a person’s intelligence. Reading and sitting side by side with your child and reading their textbook to him or her on a regular basis may feel overwhelming. It should be no surprise that dyslexic students struggle with written vocabulary. Often complex words are challenging because of difficult pronunciations. Dyslexic students may even know the written word when used in a context or read aloud, but on a written word list it means nothing. Teachers often deliver vocabulary in unimaginative and problematic ways, but the good news is that there are many ways to supplement vocabulary instruction that will help every dyslexic child get more out of word studies.
Illustrating New Words Vocabulary instruction is best when it involves having students draw a symbolic or realistic representation of the word. It requires them to make meaning from a word in a way that memorization of a definition does not. One can’t fake a picture. The first step in generating an illustration involves grasping the meaning or the context of the word. It doesn’t require artistic skill, but it does require thinking deeply. Creating the image also stores the word’s meaning in a different part of the brain, generating a visual association. Having students make pictorial flashcards can be a helpful strategy. Making a little drawing next to the word and its definition is another good practice.
Acting Out a Word Dyslexics also benefit from acting out words. Having to bring a word to life is a little like a game of charades. The beauty of the game is that is requires the actor to understand the word in a deep way. Acting out the meaning of a word is particularly helpful to a child who is a tactile learner (one who learns through using his body), but everyone benefits from creating additional associations for words.
Context, Context, Context If there is an overall theme to building word power for dyslexics, it is this: context matters. Dyslexic students understand and remember information by relating facts to larger ideas. In order for information to be understood and remembered, it needs to be attached to an idea.
For example: My son was struggling to remember the meaning of the word “meandering.” Since he deemed himself too “old” to play charades with me, I resorted to relating the word to something he could relate to. I stood up and modeled him shopping in the mall: tunnel vision; fast walking; direct route to desired store; gets what he came for and is eager to leave; complaining to me “Can we go now?” He shops like he’s on a mission. I then modeled how I shop at the mall: casual walk; checking out all the window displays; deciding to visit stores just to “take a look;” winding in and out of displays exclaiming, “Oh, look at this!” I’m rarely in a hurry when I shop. I then told him the definition of “meandering” was how I shop. He broke into a huge smile and said, “Got it. I take a direct route…you take an indirect, winding route.” Now that may not be Mr. Webster’s exact definition, but my son still remembers the meaning of “meandering” because he now has a mental image of his mother leisurely shopping and an emotional connection (him being impatient with my shopping habits) versus a small written paragraph in a dictionary. It is a great relief to know that there are many ways to gather words even when reading is not easy. Dyslexic children usually need additional support in their quest to find a way to gain access to the world of words, but in most cases, all that is required is an alternative path. Have you discovered creative ways to build vocabulary? Please share below! To your child’s success! For More Detail Visit: - Dyslexia tutor sonoma county