DYSLEXIA AND TECHNOLOGY IN THE MODERN CLASSROOM

Dyslexia can be defined as a specific reading ability due to a defect in the brain’s processing of graphic symbols. Dyslexia is a learning disability that alters the way the brain processes written material.Two incorrect beliefs held by persons about dyslexia are that children with it see letters or words backwards and the problem has to do with intelligence.

CAN TECHNOLOGY AID DYSLEXIA?

• The answer to this question is yes. Today our society is pregnant with technologies to help almost every learning disability there is. With much years of research and intensive testing modern technologies have been developed to help children with dyslexia.

TECHNOLOGIES THAT CAN BE USED!

Audio machines:

• Dictation Machine

• Voice Activated Computers

Audio Typing Programs

Text to Speech Programs

Ultimate Reading Machine

HOW CAN TEACHERS UTILIZE THIS TECHNOLOGY

Dictation Machine-this is a device that is used for recording, storage (usually brief), and subsequent reproduction ( usually by typewriter or word processing system) of spoken messages. Computers are needed in the classroom for this to happen. Teachers should present their material in a variety of ways. This machine helps students to capture ideas without having to write in speed.

Voice Activated Computers• This computer responds to commands given by

an individual. It can be used to create word files surf the net among other things, the teacher can also use it in the classroom to allow pupils to write ideas in concept or mind maps and then convert the ideas into a linear form that can be the basis of an essay structure. With this device the students can just dictate any information that they want to encode in their computers.

Text to Speech Programs• A type of speech synthesis application that is

used to create a spoken sound version of the text in a computer document. Teachers can utilize this technology by when they speak or teach their class. They can then replay it to dyslexic students so anything information they missed they can regain.

The Classroom Environment• Teachers should check that children are seated

where the board and teacher can be easily seen and that written material is clearly presented. Teachers should use alternate colors for alternate lines to help children find their place on the board (avoid red on a white background).

Teachers should present material in a variety of ways; use visual, oral and kinesthetic presentation modes (taping written material). Allow students to share knowledge and learning in different ways such as making poster presentations, taping reports or producing podcasts. Creating an oral or written quiz is a fun way to check learning – children enjoy testing their friends and creating multiple alternatives to the correct answer. Children can present a wide range of ideas through class demonstrations or dramatic presentations.

Imaginative alternative learning experiences are welcomed by children with dyslexia and many tasks can be constructed in ways that are not dependent on reading or paper and pencil: logic games (such as tangrams), drawing activities (recording a story as a cartoon strip), movement tasks and puzzles.

Children with dyslexia can find that all their tasks remain unfinished. Instead, enter into a contract with children where they are allowed additional time to complete a task, but ensure that time is restricted and not endlessly extended. They may be allowed alternative ways of presenting, but they must still have criteria demanding good quality work.

REFERENCES

http://searchmobilecomputing.techtarget.comhttp://www.ultimatereadingmachine.com Winstanley Carrie(2006)-Active Enrichment: Sports Themed Activities across the Curriculum.Retreived on 18th March, 2011 from http://www.teachingexpertise.com/articles/highly-able-children-with-dyslexia-395.