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Beaton (2004) states that the word dyslexia first appeared in 1872 and
There have been a number of definitions made since then, some being
single words. Elliot & Grigorenko (2014) believe that the dyslexia label
after a person has learned to read. This supports Sir Henry Broadbents
reading irregularly spelled words correctly, for example they may read;
can read real words, but are unable to decode nonsense words.
and state that those children with severe speech sound disorders are
Dyslexia (2014) state that 700 million people over the world are at risk
with dyslexia. Snowling (2012) emphasises the need for parents and
teachers to intervene as early as possible. She states that evidence has
Roderick, Nicolson & Fawcett (2010) identify that there are a number of
the necessary information and skills typical of them at that stage of their
difficulties with information, which is not explicit. They may also have
understanding of how they can best learn. Extra time in tests should be
needs. Bait & Folgieri (2013) state that students with dyslexia should
colours.
Kapetanovic (2016) mentions the importance of integrating students
This will benefit the student as it will increase their motivation and self
esteem levels. Kapetanovic also states the need for students with
dyslexia to have extra support through the use of technical aids in the
idea and states that iPads are fun and interactive and support
teaching reading has been in place since the 1930s. Leeming (2015)
well as the use of all senses. Nicolson & Fawcett (2010) support this
apps available for students to use not only at school but also at home.
Starfall offers activities on the computer but also apps that can be used
English, are ABC, Learn to Read, Its Fun to Read and Im Reading.
for students with dyslexia. The app would be recommended for students
in the early years and could be used in small groups depending on the
The iPad version of Starfall integrates all the different activities into one
app, which makes it easy and convenient for people to use. The ABC
section of the app allows students to become familiar with the sounds
how to sound out the letter as well as visualising the letter in upper and
lower case. They also learn to associate an object with a letter e.g. A for
apple. Tan, Wheldall, Madelaine & Wah (2009) believe that it is crucial
for students to become familiar with the alphabet in order for them to
as they explore their ABC. This idea relates back to the Orton-
Read section. This offers a range of activities for a range of skill levels.
The app reads books aloud in an interactive and engaging way and is
also easy for students to follow at their own pace. Despite the app being
students to use. There is also no guidance, that suggests the best way
to use the site, and it is impossible to track student progress when using
to learn.
References
evaluated
Bait, M., & Folgieri, R. (2013). English language learning and web platform design:
https://www.questia.com/read/1P3-3500265811/english-language-learning-
and-web-platform-design
doi:10.1016/j.acalib.2011.06.006
better teaching. Center for Child and Family Policy, 2-15. Retrieved from
http://www.dyslexia-international.org/wp-content/uploads/2016/04/DI-Duke-
Report-final-4-29-14.pdf
Ecalle, J., Magnan, A., & Calmus, C. (2009). Lasting effects on literacy skills with a
doi:10.1016/j.compedu.2008.10.010
Elliott, J., & Grigorenko, E. L. (2014). The dyslexia debate. New York: Cambridge
University Press.
case study about learning strategies taught to students with dyslexia, 4-29.
portal.org/smash/get/diva2:934680/FULLTEXT01.pdf
http://go.galegroup.com/ps/i.do?id=GALE
%7CA430452892&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=ebfbd1ac
fb24f6c07e2a040aa77249f7
National Endowment for the Arts. (2004). Reading at risk: A survey of literary
Nicolson, R., & Fawcett, A. (2008). Looking Forward. In Dyslexia, learning, and the
Snowling, M. J., Gallagher, A., & Frith, U. (2003). Family Risk of Dyslexia Is
Starfall. (2012). Starfall: Learn to Read with Phonics, Learn Mathematics. Retrieved
from http://www.starfall.com/
doi:10.1080/19404150709546827