@charlene.laferrera I would agree that dyslexia is probably underestimated. Michigan is currently working on a Dyslexia Bill that would increase the amount of teacher trainings to spot and work with students with dyslexia. This is a link to the project and a guide Michigan Dyslexia Handbook: A Guide to Accelerating Learner Outcomes in Literacy
My response is to Dyslexia. This is not a topic that I learned alot about way back when I took teaching courses. I always thought that dyslexia is when a person who is reading will skip words or read words backwards. I was not aware that it had anything to do with phonetics and letter/sound replacements. The simulation was a great picture to experience to give us a snapshot of what it is like to read with dyslexia. It not only strains the brain and visual input due to having to focus on letters and sounds but slows down the reading process which I can see would be very frustrating for a child. It is very unfortunate because if this a norm for a young child, they wouldnât think to share with the others how they are really seeing things because they are used to it. Teachers really need to be more aware of what dyslexia is and look for those red flags when they are assessing their students so it can be addressed!
I totally agree with your experiences as I have the same experiences. General Education teachers seem to give my VI students a pass just if they participate in a group activity! They donât make them create maps/graphics in Social Studies or Science or show their work in Math. If they seem to know the concept they give them an A. Over time my student doesnât even try because they have even stated to me that the teacher doesnât care and they will get an A anyways. I am an itinerant teacher as well so not there all the time but hoping these students are continuing to be challenge so they learn the lessons just like their peers. At the start of each school year, I sit down with staff and discuss my expectations of them to be expected of my VI students. They are very capable of the work but it just may take a different avenue to get them to the finish line! High expectations drive more individual successes for students!
100% agree! You need to take in to account the students background and economic status. You very much canât depend on the fact that the student has all the resources to be successful. My one student is very smart and does well in class almost daily, however I can tell when something is going on at home that is a distraction and causes behaviors. Usually behaviors come from not sleeping well due to not having a place to sleep or hungry because they didnât have dinner the night before. I have many times purchased materials/toys/food/snacks for students to have at home so they can be focused on school and not daily necessities. I have done modeling at home as well when in the home in hopes that the parent will follow through afterwards. I think parents feel ashamed if they have to ask for help if they canât afford something or feel they canât provide for their child. They feel like they failed their child. Reassuring family that it is okay to ask for help and to just do their best and provide as many resources to help make them feel like they are doing the best for their children. I know families who have all the resources/money to help their child and those who have hardly anything. Itâs how they use the resources given that sets them apart from each other.
What Does Research Tell Us About Teaching Reading to English Language Learners? (Reading Rockets, ND)
- Reflect on the seven specific suggestions provided for teachers of reading classes with ELLs. How practical and feasible are these suggestions in real classroom contexts?
I was particularly drawn to this article due to the fact that I have recently been involved in some work regarding students who are English learners and may also have disabilities or may be Deaf English learners. I have been trying to research this topic, so I was excited to see that there was a reading about English Language Learners.
The seven suggestions are below, with my thoughts on how practice and feasible these suggestions are in real classroom contexts.
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Provide additional work on English phonemes that are not present in the studentsâ native language. While I believe that this can be done in real classroom contexts, the support of a TESOL would be critical to gather the appropriate information about the phonemes in English that are not in the studentsâ native language. I am sure this can get complex, especially depending on the studentsâ native language. Without this knowledge, it would be impossible to implement in daily classroom learning.
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If students are literate in their native language, focus on differences between that language and English, with less attention given to elements that will transfer. This was interesting to me! I had a misconception that focusing on similarities would be of greater focus in teaching a student a new language. But, thinking on it, I realized that of course, explaining what is different would allow the student to have a specific focus on the new item/difference they would be learning in the new language. I think this is pretty practical, but similar to my first response, this would require a special teacher who is familiar with the studentsâ native language to highlight what the differences would be.
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Provide extra practice in reading words, sentences, and stories. This is likely the most practical and feasible suggestion that is listed due to the fact that if you set up your classroom as a print-rich environment with multiple opportunities to practice reading words, sentences and stories, the child is able to do this almost all the time. However, it would also require specific instruction in providing this extra practice for students in words, sentences and stories they are familiar with and is at their level of practice. In addition, providing students with strategies for when they may need assistance, so that if they need help with words, they can figure out how to seek help.
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Use cognate words in the native language as synonyms when teaching vocabulary. This would be a particularly helpful strategy for a student who is literate in their native language. As it states later in the article, students must be taught to recognize cognates and use them to create meaning. With that, I agree with the author in that there needs to be multiple opportunities and in meaningful contexts. I do think this can be done, but it would be highly individualized based on the childâs literacy level with their native language, and the words they are familiar with in their native language.
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Identify and clarify difficult words and passages. This is necessary for a child who is an English Language Learner to have success and also feel good about themselves as a reader. It is important to remember that background knowledge comes into play with this strategy, and the author mentions that cultural differences and culturally based assumptions can result in a lack of background knowledge. With this strategy, it would be important for the teacher to not make assumptions and explicitly teach vocabulary words they will encounter in passages.
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Consolidate knowledge of the text through the use of summaries. This would be more challenging in terms of practicality and feasibility as it would take additional planning and time, specific for the English Language Learner. There would need to be opportunities available for the child to practice summarizing in multiple contexts.
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Find appropriate ways to use the native language. It is so important to not have a mentality in which English is so important to learn that we will avoid the childâs native language. Many of these strategies rely on what the child already knows with their native language and building upon it. The child will not be as successful if their language and English are seen as two separate languages that never interact. Cognates are one example of this intersection that can be helpful for a student learning a new language. In addition, it is important to honor a childâs identity and work to build upon their strengths and purposefully inserting their native language into their learning.
Overall, the seven strategies all require thoughtful planning and purposeful action on the teacher. All of them can be practical and feasible with appropriate advanced planning and assistance from experts on the team, including a TESOL that is familiar with the studentsâ native language.
Promoting Emergent Literacy Skills (JVIB, 2018, p. 542-550)
- How might the cultural background or socioeconomic status of families impact their ability to implement the suggested strategies for promoting emergent literacy in toddlers with visual impairments?
This first article that highlighted emergent literacy skills have my brain spinning on all the ideas. My favorite part was when it discussed "a focus on emergent literacy development and shared storybook reading including use of tactile books are critical interventions for toddlers (Brennan et al., 2009; Crespo, 1990; Lewis & Tella, 2003) My background is in early childhood and while I have always felt this was critical to any childâs development as a foundation of reading, it really reinforced the idea for what I am doing now.
I have many young families and families that are different cultures. In my experience, every family is different. I have a young mom who you might not think would know a ton, but she spends all of her time researching. I try and do teaching along with the activities I bring for the child. In some families, explaining the importance of reading, fingerplays etc can be difficult because maybe they didnât do that for another child ( âand they turned out okâ) or even didnât experience that themselves. I have families that literally just donât have time because they are working paycheck to paycheck and 9 to 5 and find it difficult. In any of these scenarios, I try to see it from their perspective and just give them one new thing at a time to try. A new fingerplay, song, tactile book or etc. We look for ways to weave it into their already built day or schedule.
Another aha I took from this article was that many give the misguided information to talk, talk , talk and describe everything they see. While this is what you think would be good, I like the description of child directed speech. Short, grammatically correct phrases, exaggerated innotations etc. in order to describe what the child is doing. I think no matter the culture or socioeconomic background, parents WANT to help but they just might not KNOW. It is our job to educate them in a kind, thorough, understanding way for them to help their child build these very important foundational skills.
Hi!
Those are some great examples. I also like how you said âgreat respect is requiredâ and I think this is so true. When you respect their family, time, education (whether they have formal or not) you can go a long way. I have a specific family that I have had a difficult time getting them to understand the magnitude of their childâs visual impairment. I try really hard to be respectful of the things that family is going through- though hard sometimes! Sometimes educating the parents are more difficult than the child!
Oooooh I really like the idea of doing a home visit every 4-6 weeks! I have a preschooler pre-braille, congenitally blind, and feel like her parents would like this for small bits of information at a time. They know A LOT but are always wanting to know more.
The talk, talk, talk is good information to share with teachers too! I am making my game plan now!
Matthew,
You bring up some excellent point specific to toddlers with visual impairments. I have two toddlers at home (2 and 3) who do not have visual impairments and I have been working hard at trying to provide early language and print experiences for my children so they can be prepared for school, and I understand the effort and money that it takes to promote these experiences. Also, my primary language is English. All of the additional factors can impact the ability to implement emergent literacy-language needs, socioeconomic status, self-literacy skills, visual impairments, other disabilities, etc.
I do know in Ohio we have some grants that fund work such as Family University that provides information and resources for families who have young children with visual impairments or are hard of hearing. In addition, they work with local libraries to create book âkitsâ for families to use with their children with sensory impairments that come with instructions for use. However, parents still need transportation, library card/understanding how to use library, read the directions or find assistance. It is not ideal, but it is definitely a good free resource option. I wish there was a way that families can sign up to get things delivered to their homes for free, similar to the Imagination Library.
I had not considered in reading this article (this was also the prompt I chose to respond to) that the school/district/state would have to be open to bilingual education and not solely focus on English. Many of the strategies do utilize concepts from the childâs native language, so it is bilingual instruction but for the purpose of increasing their literacy in English. I think if the theory was âEnglish onlyâ it would actually end up increasing the childâs time and understanding in learning English without being able to use their native language to bridge gaps, see differences, and understand how the language works compared to the language they already know.
Thank you for bringing that perspective. I also agreed, in many of the strategies, that they would only be practical and useful if the teacher (or a team member) knows the native language. With your TESOL knowledge, how often does this occur? I feel like there are so many languages, dialects and other factors that would make it challenging to find someone with this specific knowledge to help the teacher. The video suggested reaching out to someone in the community, which could be helpful, but I feel like that person would also have to be bilingual in English, and what if no one in the community is strong with English? There would be another problem to overcome.
Question 1: Impact of Cultural Background or Socioeconomic Status on Implementing Strategies for Emergent Literacy in Toddlers with Visual Impairments:**
Cultural background and socioeconomic status of families can significantly influence their ability to implement strategies for promoting emergent literacy in toddlers with visual impairments. Economic status can affect access to resources, educational practices and familiarity with them, and beliefs about disability, such as how they should be treated. Access to resources can be very significant since families from higher socioeconomic backgrounds might have greater access to books, educational toys, and technologies that support literacy development. They may also have better access to support professionals and educational programs.
Before trying a Dyslexia simulation, most people have some common ideas about what Dyslexia is. They might think itâs just mixing up letters or numbers or use it as a way of deciding if someone is intelligent or not. Some might even believe that with enough practice, Dyslexia can be fixed. Having worked with students with Dyslexia during my career I already had ideas about the true nature of the challenges and correct ideas.
The simulation was helpful since it gives you an idea in the real world of an idea of the challenges people with Dyslexia face. For example, you might struggle to read smoothly, figure out words, or understand what youâre reading. This firsthand experience helps you realize how frustrating and difficult these tasks can be for someone with Dyslexia.
I have worked with many students who are English Language Learners who have a visual impairment as well. I agree that background knowledge comes into play with this strategy, and I have found that different cultures have very different cultural differences, and assumptions about those with exceptionalities can result in a lack of background knowledge.
I have had many schools resist testing for dyslexia for students who may be blind. Many of them just say that they cannot give a normed test. When the students have finally been tested, I have personally had the experience that they did in fact struggle with dyslexia as well.
I have worked with many students who are English Language Learners who have a visual impairment as well. I agree that background knowledge comes into play with this strategy, and I have found that different cultures have very different cultural differences, and assumptions about those with exceptionalities can result in a lack of background knowledge.
I have experienced the same and wonder the professionals thoughts on this as well!
- How might the cultural background or socioeconomic status of families impact their ability to implement the suggested strategies for promoting emergent literacy in toddlers with visual impairments?
I believe socioeconomic status could have major implications in implementing strategies for emergent literacy. I have been in households that have only one or two childrenâs books, so having less diversity in reading materials can impact the childrenâs progress in reading. I have also had families that are working so many jobs and have a lot of children have difficulty following through on carrying out activities sent home.
I agree that cultural and socioeconomic status can influence how families access materials that could help support literacy. Helping to educate the families on how to access community programs can make a big difference, as well as getting them to buy in why it is important for children with disabilities to have materials that they can access better.
Yes absolutely true, that the expectations need to be high for all students! Sometimes decreased amount of work is appropriate, but not decreased access to the same education as the other students in the room. Itâs funny how some teachers are so set on some of the students doing every single part of the work and donât want to accommodate, while others let the students do less than they should be doing and therefore donât get the full learning of the concepts and practice writing. Finding that middle ground in classrooms can be challenging.
I agree with all you have shared about the information on dyslexia. I found myself thinking of specific students I have who struggle greatly with the reading tasks presented and as they move up in grade levels, they fall further behind and some become behavioral. Itâs really sad to see this process and see little being done to help them. I find in the district Iâm in, many students are not identified with the specific learning disabilities as most who evaluate are not in a position to provide such a diagnosis. Getting outside evals is a process and one many families cannot pursue. Add a visual impairment to the mix and it compounds the evaluation process. I have started to recommend evaluations through Perkins School for the Blind for those students who appear to be misidentified or not fully identified as at least they are in tune to the vision needs and can tease out some of the areas in question.