How Dyslexia Impacts Writing Skills

Dyslexia is considered a language-based learning disorder and is thought of as a reading disability but it also impacts a students ability to write. There is often a large discrepancy between what a student thinks and can tell you orally and what he can write down on paper. Besides frequent spelling errors, some of the ways dyslexia affects writing skills: Essays are written as one paragraph with several long, run-on sentencesUsing little punctuation, including not capitalizing the first word in a sentence or using end punctuationOdd or no spacing between wordsCramming information on the page rather than spreading out In addition, many students with dyslexia show signs of dysgraphia, including having illegible handwriting and taking a long time to form letters and write assignments. As with reading, students with dyslexia spend so much time and effort writing the words, the meaning behind the words can be lost. Added to difficulties in organizing and sequencing information, writing paragraphs, essays and reports are time-consuming and frustrating. They may jump around when writing, with events occurring out of sequence. Because not all children with dyslexia have the same level of symptoms, writing problems can be hard to spot. While some may only have minor problems, others hand in assignments that are impossible to read and understand. Grammar and Conventions Dyslexic students put much effort into reading individual words and trying to understand the meanings behind the words. Grammar and writing conventions, to them, may not seem important. But without grammar skills, writing doesnt always make sense. Teachers can take extra time to teach conventions, such as standard punctuation, what constitutes a sentence fragment, how to avoid run-on sentences and capitalization. Although this may be an area of weakness, focusing on grammar rules helps. Choosing one or two grammar rules at a time helps. Give students time to practice and master these skills before moving on to additional skills. Grading students on content rather than grammar also helps. Many teachers will make allowances for students with dyslexia and as long as they understand what the student is saying, will accept the answer, even if there are spelling or grammatical errors. Using computer programs with spelling and grammar checkers can help, however, keep in mind that many spelling errors common to individuals with dyslexia are missed using standard spell checkers. Specific programs developed for people with dyslexia are available such as Cowriter. Sequencing Young students with dyslexia show signs of sequencing problems when learning to read. They place letters of a word in the wrong place, such as writing /left/ instead of /left/. When recalling a story, they may state events that happened in an incorrect order. To write effectively, a child must be able to organize the information into a logical sequence in order for it to make sense to other people. Imagine a student writing a short story. If you ask the student to verbally tell you the story, he probably can explain what he wants to say. But when trying to put the words on paper, the sequence becomes jumbled and the story no longer makes sense.Allowing a child to record his story or writing assignments on a tape recorder rather than on paper helps. If necessary a family member or another student can transcribe the story on paper. There is also a number of speech to text software programs that allow a student to say the story out loud and the software will convert it to text. Dysgraphia Dysgraphia, also known as written expression disorder, is a neurological learning disability that often accompanies dyslexia. Students with dysgraphia have poor or illegible handwriting. Many students with dysgraphia also have sequencing difficulties. Besides poor handwriting and sequencing skills, symptoms include: Grammar and spelling errorsInconsistencies in written assignments, such as different size letters, mix of cursive and print writing, letters with different slantsOmitting letters and wordsNon-existant spacing between words and sentences and cramming the words on the paperUnusual grip of pencil or pen Students with dysgraphia can often write neatly, but this takes an enormous amount of time and effort. They take the time to correctly form each letter and will often miss the meaning of what they are writing because their focus is on forming each individual letter. Teachers can help children with dyslexia improve writing skills by working together to edit and make corrections in a written assignment. Have the student read a paragraph or two and then go over adding incorrect grammar, fixing spelling errors and correcting any sequencing errors. Because the student will read what he meant to write, not what is written, having him orally read the written assignment back can help you better understand the students meaning. References: Dysgraphia, Date Unknown, Author Unknown West Virginia UniversityTeaching Dyslexic Students, 1999, Kevin L. Huitt, Valdosta State University

How Taxpayers Are The Funders For Public Facilities Such...

Taxpayers are the funders for public facilities such as corrections. Jail and prisons are funded through tax dollars and therefore have interest when dealing with these programs. Research done by New Mexico Corrections Department found that Ninety-five percent of offenders incarcerated would be released back into the community. A more staggering statistic is that fifty percent of the offenders will return to prion within five years (NMlegis). This display a breakdown through our criminal system where half of those incarcerated will return. It is the job of the facility not to solely punish but teach the inmates how to learn acceptably in society. The audience for this article is directed towards the legislative branch and the cost of inmates returning back to prison or jail. One of the ways that is truly upsetting to me is the talk of the economical burden these inmates place on the taxpayers. If the statement read, reducing recidivism, even by just ten percent, can save thousands of families it would be perfect. Instead to get the point to those who have the ability to make changes it reads, â€Å" Reducing recidivism, even just by ten percent, can save millions† (NMlegis). The article isn’t talking about millions of families or broken homes it is talking about millions of dollars. The approach that we have in our country is based off the philosophy that they are making investments which will yield the best and most cost-effective results to support the state’s performance-basedShow MoreRelatedAnnotated Bibliography: Plagiarism39529 Words   |  158 PagesVaccine, 30(50): 7131-7133. Rushby, N. (2013), Plagiarism. British Journal of Educational Technology, 44:  3 4. Vitse, C. L. and Poland, G. A. (2012), Plagiarism, self-plagiarism, scientific misconduct, and VACCINE: Protecting the science and the public. Organization, 19(6): 881- 889. Global Health Bibliography Carabali, J. M. and Hendricks, D. (2012), Dengue and health care access: the role of social determinants of health in dengue surveillance in Colombia. Global Health Promotion, 19(4): 45-50Read MoreCase Study148348 Words   |  594 PagesWhat Cost? Hermes Fund Management, Total and Premier Oil: The Responsibility and Accountability of Business From Small Town Pharmacy to a Multinational Corporation: Pierre Fabre, Culture as a Competitive Advantage Cordia LLP: Service Reform in the Public Sector 170 175 180 183 193 196 201 207 213 223 226 230 3  © Pearson Education Limited 2011 Johnson, Whittington and Scholes, Exploring Strategy, 9th Edition, Instructor’s Manual Ryanair: The Low Fares Airline–Future Destinations? Will We

Why Did the Us Enter World War I Free Essays

Why did the United States enter World War I in 1917? On June 28th 1914, Franz Ferdinand, the Austrian archduke, and his wife were murdered by a Bosnian revolutionary named Gavrilo Princip. This assassination triggered declarations of war. Firstly, this gave Austria a reason to attack Serbia. We will write a custom essay sample on Why Did the Us Enter World War I or any similar topic only for you Order Now This then led to Russia mobilizing their army in order to defend Serbia, which then led to Germany executing â€Å"The Plan† and attacking France through Belgium. The domino effect continued and war broke out due to a mixture of things. Alliances played a great role in the war, as each nations began forming and expanding their militaries. The war was â€Å"Central Powers† vs. â€Å"Allied Powers†. The central powers were Germany, Austria-Hungary, Ottoman Empire, Bulgaria and Romania (which changed sides half way through the war). The Allied Powers consisted of France, USSR, The British Empire, Serbia and the USA. The United States initially wanted to stay out of the war mainly because they declared that they would be a â€Å"neutral† nation that only acts as a â€Å"peacemaker†. President Wilson declared numerous time that â€Å"The United States was too proud to fight† and would not be entering the war. He also mentioned that the U. S. would not tolerate unrestricted submarine warfare. Before America’s entry, The U. S-German relations were neutral. They were not much involved with each other apart from political and labor relations. America’s opinion changed throughout the war after the sinking of the Lusitania, the Zimmerman Telegram and because of the European alliances that America was involved with. America’s entry in World War 1 in 1917 was based on a number of key factors Economics, Retaliation and Pre-emption. Economics – .. At the time, the US had large economic investments with the British and French. If Germany was to win the war it was not clear what would happen to those investments. Protecting France and Britain was therefore in a way protecting their investment. If the U. S. joined the war, their strong military forces, especially allied with France, Britain and USSR, would substantially increase the chance of winning. Retaliation – One of Germany’s great t=strengths was it’s submarine fleet. By controlling the seas the Germans would be able to destroy the shipment of arms to the allies. Their prime reason for sinking the Lusitania was the German belief that their were weapons on board. Unfortunately the Germans killed 128 American nationals when they torpedoed the Lusitania. This was a key contributing fact to the US joining the wasr on the side of the Allies two years later. Prevention – One of the main reasons for the US entry in to the war however was the Zimmerman Telegram. This was a proposal from Germany to Mexico asking them to go to war against the U. S. Germany did this in the hope that by keeping the US engaged close to home with a local war, it would be prevented from entering the war in European. . However, when the U. S. found out about this coded communication which was intercepted by the British,, they saw this as an act of aggression by Germany and in order to pre-emp being drawn in to the war on someone else’s terms decided to pre-empt the situation and take matters in to their own hands. Interestingly no one has seen the telegram itself and accordingly some believed that Britain made it up in order to get America involved in the war. The major objective for U. S. ’s entry in the war was its wish to have greater influence in post-war Europe, especially with their newly acquired economic strength. Even though when America joined World War 1 it was already coming to an end, their entry did make an impact on the war. In the short term, their entry was a downside as it almost caused German victory. Germany was well aware that the American troops would overwhelm the Germans when they would arrive, so Germany launched a massive offensive to gain victory before America could transport enough troops into Europe, however the offensive ended up halting and turning back just outside of Paris. In the long term, America’s entry was an upside because, as the war was already coming to an end, both sides were exhausted. America was fresh and ready to fight a war, which helped motivate the Allies. The U. S. brought new equipment and military force which was a gain for the Allies and helped win the war. The U. S. entered the war at the right time because they did manage to bring fresh troops and new equipment into Europe. Before the Lusitania, America did not have any reason to enter the war. It would also have been going against their will to be neutral. Their entry did impact positively, however may not have been necessary and did go against their initial plan. It also caused America to make some enemies in Europe, which ended up causing them to be sucked into more European issues. Positively, it also bonded the U. S. with many European nations, which were very strong politically and economically. How to cite Why Did the Us Enter World War I, Essays