Supporting children with difficulties in reading and writing

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  • An overview
    • Writing systems; models of reading acquisition (the ‘decoding’ and ‘direct’ paths); the importance of automatization; bilingualism
  • Definitions and identification of dyslexia
    • Causes; identification; numerous activities include simple methods of observation (not formal diagnosis)
  • 'Co-morbidity', and psychological and social aspects
    • The ‘dys’-constellation (dyspraxia, dyscalculia etc); audition; vision; loss of self-esteem; long-term effects of school drop-out and antisocial behaviour – evidence from Canada; ‘positive’ aspects of dyslexia and unusual aptitudes; discussion around pros and cons of ‘labelling’ a child
  • Practical teaching approaches Part 1
    • General principles of inclusion; structured, multisensory, phonics-based and metacognitive approaches; summaries of recent influential reports of best practice from France, the UK and USA; applying these approaches across the curriculum; learning styles; reading, spelling, comprehension and composition; visualization and mind-mapping
  • Practical teaching approaches Part 2
    • Multisensory teaching in practice illustrated; comprehension, composition
  • Study skills, aids and accommodations
    • Attention, memory and organization; technological aids especially for reading and writing; examples of accommodations for formal assessments and examinations