Transcript Problems / solutions

Dyslexia and English learning
Problems / solutions
Society of Boys’ Centres Chak Yan
Centre School
(Primary Section)
2006- 2008
Writing issues
Problems:
Missing letter
in a word
Misuse of capital
letter
Students tend to
write accurately
but lose control
of the ‘rules’ and
make mistakes
easily. They may
produce neat
work. But they
are not able to
work steadily
with rules.
Writing words is
one example.
Short>> shors>>
shots
Typical dysgraphic
feature: inconsistent
space and position on
lines-
no spacing between
words, jumping letters
on a line.
The cursive
writing of l and b
may have
caused problem.
rulbish
Tree
Vs
thee
Water
Vs
watch
Mixing up similar spellings
Compare the two
sentences
The student
needs raising
line to guide his
handwriting
Misspelt words
Typical dysgraphic
feature: inconsistent
space and position on
lines
Speaking
Gentle reminders - audio recording
• Scene 1: At hostel:
• Scene 2: At School:
Miss Au: Who didn’t turn
off the water tap after
washing dishes?
Jack: It’s me.
Miss Au: Do you know
that you are wasting the
water?
Jack: Sorry, Miss Au. I am
too careless.
John: Jack, I find some
old textbooks in the
rubbish bin.
Jack: That’s great! We can
donate the textbooks to
people in need. It can
help others and can
save resources.
John: Your idea is good.
Why don’t we contact
Miss Au. She must help
us.
• Scene 3: At lunch time:
Jack: Mr. Fok. I can’t
finish the dish of food. I
am full.
Mr. Fok.: You waste the
food. You should not
take too much than you
can eat.
Jack: I am so sorry. I will
not do it again.
• Scene 4: In the
classroom:
John: What are you doing,
Jack?
Jack: I am going to throw
my pencil away. My
pencil is very ugly. I want
to have a new one.
John: You should not waste
the stationery.
Speaking
1. Missing final consonants, mixing up ‘f’ in Mr.
Fok with ‘d’. ‘f’ in full as ‘d’ (or weak form of ‘f’)
2. Careless (less is not pronounced)
3. Can't manage multi-syllabic words well: e.g.
stationery (pronounced as tationry)
4. Missing the whole word: e.g. than in 'You
should not take too much than you can eat'
• Some students have short term memory.
They could not remember the sound of
each word.
• They could not do the recording.
• And they gave up when seeing the
recording script.
Implications for teaching
• Avoid long sentences for reading aloud
• Pay more attention to practice of final
consonants (are some sounds easy to be
skipped : e.g. ‘sh’ in finish, dish?)
• Pay attention to pairs of sounds when they
may be mixed up: ‘f’ and ‘d’ (articulation).
Implications for teaching
• More time should be given for practice and
guidance before doing a main task.
• May have less items for the recording as
the students cannot digest all.
Implications for teaching
• Worksheet- add pictures to help
remember the words and try to have less
words on a page.
• Use A3 size paper instead of A4 paper for
worksheets so the students will feel less
nervous.