A critical review of psychological and teaching strategies when dealing with dyslexia.
Written in 2006; 2,536 words; 9 sources; MLA; $ 76.95
Paper Summary:
This paper reviews how findings and concepts from psychology are used or might be used to promote children's learning in an educational setting. It critically analyzes various theoretical perspectives and approaches adopted by educationalists and psychologists for helping students with dyslexia.
Outline:
Introduction
Overview of Dyslexia
Review of Teaching Methods and Psychological Interventions: Dyslexia
Educators Views on Dyslexia
Psychological and Theoretical Perspectives on Dyslexia
From the Paper:
"Using this line of thinking, Hartmann suggests that it is not appropriate for students to focus or concentrate on one thing in the classroom, but rather to survive must concentrate on multiple areas to achieve. This is consistently different according to Hartmann, than the approach of farmers who generally need "to plan ahead, concentrate on a single task at hand and cooperate with others to sow and reap" (Politt, et al., p. 32). Farmers attend to details "with patience and tolerance, developing the ability to reflect and reason" (Politt, et al., p. 32). The researchers go on to conclude that most children are born with "a hunter personality" and grow into adults who need to develop more traits of a "farmer" to survive; to achieve this educators must stop using negative terms including "deficit and disorder" to diagnose and define students with learning disabilities and must instead adopt more flexible strategies and "think visually" or enable students to record incidents in multiple ways including "pictorially rather than verbally" in order to facilitate the transition from "hunter to farmer" (Politt et al., p. 32). "
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