Reading Test and some stuffs about dyslexia

Today and the following days, the pupils will be subjected to battery of tests. Today we will be administering the Philippine Informal Reading Inventory (PIRI) to the pupils and next week will be the periodical tests.

PIRI is divided into two parts, the oral reading and the silent reading both for English and Filipino. The teachers administer the test (about a 100 word selection) individually, timing the reading rate and then asking comprehension questions to the pupils. The comprehension questions are then checked for correct responses, then the results are evaluated and, based on the results, the pupils are then classified into independent readers, frustrated readers, and the non-readers.

 After the tests, the reports are then consolidated first at grade levels and then at the school level.

The process looks easy, but considering that each class numbers more than 50, the task is quite arduous especially if there are slow and non-readers among the testee.

Encountering slow and non-readers at the intermediate level especially in grade six is quite frustrating considering that they have had four years of primary education to learn the fundamentals of reading. It is also easy to blame the primary level teachers for not doing their job, but that is quite unfair because there are factors that are beyond the teachers’ control.

Although most teachers are still of the opinion that reading problems are basically intelligence or cognitive problems, i.e. it is equated with children having low IQ. But that is not generally the case, there are pupils who are quite smart but have problems with  reading. Many teachers are still unaware of dyslexia.

Here's a site from a dyslexic http://dyslexiamylife.org/

To some dyslexic, words appear as jumble of letters.

Dyslexia is not necessarily an IQ problem, it is a perception problem.  The reason why a child has difficulty reading is that his/her visual or auditory perception is deficient. Some of the symptoms are:

• Letter or word reversals when writing.
• Difficulty repeating what is said to them.
• Poor handwriting or printing ability.
• Poor drawing ability.
• Reversing letters or words when spelling words that are presented orally.
• Difficulty comprehending written or spoken directions.
• Difficulty with right – left directionality.
• Difficulty understanding or remembering what is said to them.
• Difficulty understanding or remembering what they have just read.
• Difficulty putting their thoughts on paper.

What causes dyslexia?

• Ineffective reading instruction
• Auditory perception difficulties
• Visual perception difficulties
• Language processing difficulties.

Some suggested remediation are:

Remediation:

• Simplify tasks so only one new discrimination is made at a time.
• Make each simple discrimination automatic before the next one is introduced.
• Overteach ‘b”, then overteach ‘d”, before presenting both together.
• Each discrimination that causes repeated errors should be worked with by itself until the problem is overcome.
• Trace, then write, the confused letter or word and pronounce it as written.
• Use short frequent practice periods. Lengthen the time between practice sessions as the material is retained.
• If the child is confused about his own left/right, use a ring, watch, ribbon or band on his writing arm. Color cue side of desk or paper or word as a starting place.
• Gradually increase the difficulty of material to discriminate. If errors are made, go back to simpler practice.
• Suggestions for Improving Laterality:
• Trace hands on paper. Label “right,” “left.”
• Play “Simon Says” – “Touch right foot; raise left hand,” etc.
• Child follows the directions in drawing lines up, down, right to left, etc. and in touching parts of body.
• Child connects dots on blackboard to make a completed pattern; repeats process on paper.
• Child shows hands in sequence pattern: left, right, left, right, etc. Use marching as a variation.
• Child names objects on right and on left. He moves to different parts of the room and repeats.
• Arrange story pictures in sequence, left to right.
• Use lined paper for writing.
• Use weighted wristband to designate right or left hand.
• Tracing activities, left to right. Mark left with small “x.” Use color tracing to repeat.
• When beginning writing the lessons, teach the child to begin as close to left edge of sheet as possible (then can move only toward the right).
• In reading, use markers, “windows,” and other left-to-right directional aids.

For more info about dyslexia and other reading problems:

http://childdevelopmentinfo.com/learning/dyslexia.shtml

http://en.wikipedia.org/wiki/Dyslexia

http://www.specialednews.com/reading-problems.htm

http://www.apa.org/monitor/2011/04/reading-problems.aspx

http://www.dyslexia-teacher.com/t6.html