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TO: Elena Ilina, Erma Petrova, and Mitchell Boucher

FROM: Joe Student

DATE: November 19, 2012

SUBJECT: Progress e!ort on Pro!osal "or Instructing Elementar# School

$eachers to Identi"# and %el! &hildren 'ith Signs o" (#sle)ia*

Introduction

$his !rogress re!ort !rovides an u!date on the most signi"icant "indings "rom m# research*

+n outline o" m# "inal re!ort is !resented, as 'ell as a detailed descri!tion o" the !roect* +

diagram sho'ing the activities in 'hich teachers should s!end more time in the classroom is

included* -inall#, this !rogress re!ort also brie"l# describes !rocedures that elementar#

school teachers can use to identi"# and hel! a child 'ith signs o" d#sle)ia*

Project Description

Subject.&hildren 'ith d#sle)ia sho' signs o" the condition be"ore the# begin to read*

Elementar# school teachers should be !ro!erl# instructed at detecting children 'ith

earl# s#m!toms, and the# should "ollo' a methodolog# to hel! d#sle)ic children co!e

'ith the disorder* $hroughout m# research, a combination o" ideas and methods that

have been success"ul in the !ast studies 'ill lead me to "ormulate an e""ective

techni.ue that elementar# school teachers could im!lement in their obs to hel!

children 'ith d#sle)ia*

Purpose.$he !ur!ose o" m# "inal re!ort is to identi"# the best !ossible method that

can be used b# elementar# school teachers to hel! children 'ith signs o" d#sle)ia*

Proress Su!!"r#

In"ormation obtained "rom ournals and te)t boo/s has been ver# hel!"ul* +lthough there is

not one source that com!letel# describes the magnitude o" m# research !roect, I have been

able to com!ile material "rom di""erent sources and use the variet# o" "indings 'isel#* I have

s!ent a great deal o" time anal#ing longitudinal re!orts "rom !s#cholog# ournals, but m#

!roect is still not "inished* I estimate that !re!aring the results and connecting all the "inalideas 'ill ta/e about t'o 'ee/s*

+"ter care"ull# revie'ing and anal#ing the research material, I have learned that it is ver#

im!ortant to instruct elementar# school teachers about the destructive e""ects o" not correctl#

identi"#ing and hel!ing a child 'ith d#sle)ia* It is im!ortant to understand that the teachers

attitude to'ard children that sho' signs o" d#sle)ia can create a negative connotation o" the

childs condition, and the teacher can lo'er the e)!ectations "or that !articular student, and as

a result, the d#sle)ic child can have lo' academic achievement %ornstra, 2010, !!* 3204

3225* $eachers need to clearl# understand that elementar# school children are sensitive to

di""erent treatment, and these children can be easil# a""ected i" the# "eel e)cluded "rom

!artici!ating or doing a certain activit# in the classroom*

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Identi"#ing the child 'ith signs o" d#sle)ia and setting him6her aside 'ill onl# create a

negative e""ect on the emotional gro'th o" the child* In turn, treating children di""erentl# in

the classroom can lead "or behavioral and emotional !roblems in the child Polloc/ 7 8aller,

199, !!*1:241;5*

$he

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-igure 1* Percentage o" time that should be assigned to each classroom activit#*

Tent"ti'e Out&ine

I have created an outline that describes ho' elementar# teachers can identi"# and hel!

children 'ith signs o" d#sle)ia* + more com!rehensive outline 'ill be !rovided in the "inal

re!ort*

I* Instruct elementar# school teachers on ho' to

a* (e"ine d#sle)ia

b* Identi"# children 'ith d#sle)ia

c* ?nderstand the !ers!ective o" a child 'ith d#sle)ia

II* %el! children 'ith signs o" d#sle)ia

a* Pro!ose a set o" guidelines to be "ollo'ed in the classroom

b* Im!lement di""erent t#!es o" mental e)ercises

c* +c.uire di""erent t#!e o" games that target the use o" di""erent sensor# s#stems

III* +!!roach the !arents o" child 'ith signs o" d#sle)ia

a* &ommunicate 'ith !arentsb* Sho' activities that can be dont at home

c* Suggest !ro"essional hel!

$or% Re!"inin

+ lot o" research has been done on this to!ic and the most im!ortant ideas have been

identi"ied* +ll the research in"ormation needs to be assembled and the above outline needs to

be revised and "inished* +bout 20@ o" the !roect remains to be done* I antici!ate that this

amount o" 'or/ 'ill ta/e me a!!ro)imatel# t'o 'ee/s* $he !rovided re"erences 'ill hel!

me com!lete the reminder o" m# !roect*

=

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O'er"&& Assess!ent o( t)e Project

I am currentl# on schedule to meet the deadline, and I 'ill be able to allo' time "or editing

and revie'ing m# re!ort* I also !lan to continue to research m# to!ic u! until the deadline*

$he "inal re!ort 'ill be submitted on (ecember 10, 2012*

Re(erences

%a#es, &* 200:5*Dyslexia in children: new research* Ne' Aor/ Nova Science Publishers,

Inc*

%ornstra, >*, (enessen, E*, Ba//er, J*, Can den Bergh, >*, 7 Coeten, M* 20105* $eacher

attitudes to'ard d#sle)ia E""ects on teacher e)!ectations and the academic

achievement o" students 'ith d#sle)ia*Journal of learning disabilities, =:5, 3134

329*

>a'rence, (* 20095* Understanding dyslexiaA guide for teachers and parents.Ne' Aor/

McDra' %ill*

Polloc/, J*, 7 8aller, E* 1995*Day to day dyslexia: In the classroom.Ne' Aor/

outledge*

$hom!son, *, 7 Madigan, S* 20035*Memory: the key to consciousness* Ne' Jerse#

Princeton ?niversit# Press*