We have been on the way to improve our learning ability, from sensory integration to learning difficulties, exploring learning all the way, and facing children's learning difficulties, as teachers and parents, we must first understand:
What are the special learning difficulties? We should learn to distinguish.
Specific learning difficulties generally refer to a series of abnormal manifestations in learning, such as obvious difficulties in reading, writing, mathematics, and coordination of large and small muscle groups (wood, Sheehy &; Passengers, 2006). Common special learning difficulties include: specific learning differences or dyslexia in reading and writing, language barriers (specific language barriers or language difficulties) and dyscalculia, among which dyslexia is the most common, accounting for about 85% of people with special learning difficulties (Masover, 1999).
What is dyslexia?
Dyslexia (also known as dyslexia) is a common special learning difficulty, which generally refers to the obstacles in reading, writing or spelling. Students with dyslexia have weak working memory and slow information processing speed, and their phonetic processing, visual and auditory cognitive ability, concentration, left-right discrimination, order or organizational ability will also be affected. According to the research results of Hong Kong Special Learning Disabilities Research Group, the prevalence of dyslexia is about 9.7% to 12.6%, of which about 6.2% to 8.7% is mild dyslexia, about 2.2% to 2.3% is moderate dyslexia, and about10.6%. (Jackie Chan, He, Zeng, Li & Zhong, 2007)
According to the definition of International Dyslexia Association (2002), dyslexia is a learning disorder related to the nervous system, not caused by poor learning environment. Although this kind of learning has regular learning experience and normal intelligence, it encounters great difficulties in recognizing words, which leads to problems in reading comprehension and writing. In recent years, functional magnetic resonance imaging has provided neurobiological evidence for the causes of dyslexia (Shaywitz &: Shaywitz, 2005). Some scholars have pointed out that the situation of dyslexic students is not caused by a single problem, but by various cognitive defects (Badian, 1997). A study on Chinese dyslexia in primary schools shows that Hong Kong students have the most common defects in speech extraction and spelling awareness (Ho, Chan, Tsang & Lee, 2002; He, Chen, Li and Zeng. Luan, 2004). The British Dyslexia Association (2008) pointed out that pupils with dyslexia often write typos, which easily confuses words with similar glyphs and pronunciations. Their poor muscle coordination makes it difficult to write, and there are often traces of erasing and correcting typos in their exercise books. In reading, they are usually reluctant to read the article aloud, which makes it easy to make mistakes or skip reading, and it is more difficult to grasp the central idea and key points of the article.
Children often mispronounce or confuse homophones or words with similar pronunciation, and also confuse words with similar glyphs or meanings. They often regard Mao as "hand", "husband" as "heaven", "learning" as "doing" and "returning" as "coming"; Reading speed is slow, it is difficult to identify common words and expressions, and the meaning is just the same.
Not only do children with dyslexia encounter difficulties in Chinese, but some people are also weaker than ordinary children in arranging in order, understanding the values of fractions and decimals, and the concept of time. Some children are not as good at hand-eye coordination and action planning as their classmates.
Try to think about it from the child's point of view. No matter how hard you study, your academic performance is still unsatisfactory, and you lag behind other students. How can we not be depressed and lose confidence and motivation in learning? Therefore, dyslexic children generally lack self-confidence, and their self-image and emotional development are negative. Some children are excluded from school because they cannot be understood and accepted by teachers and classmates, and become students with emotional and behavioral problems.
What is the cause of dyslexia?
The factors that constitute dyslexia include abnormal structure and operation of the brain, genetic or cognitive defects (such as naming speed, phonological awareness and memory, font structure awareness, morpheme awareness, etc. )
1. Abnormal development of brain structure and operation
Studies have found that dyslexia is related to the abnormal development and operation of the brain. Researchers use sophisticated photography techniques. Where are the children with dyslexia in China? Is the brain involved in various language activities? State. The results showed that the left median frontal muscle was abnormal. The researchers believe that the left prefrontal gyrus is also involved because of the relationship between reading chinese and reading letter-based words. Same brain activity. Reading letters based on letters is a sequential reading method. After the reader confirms the letter, divide it into? The same sound blocks are combined to form meaning; And Chinese is flat? Reading in a new way, the brain captures meaning from hieroglyphic images and sounds almost simultaneously. Because of the differences in language and cultural background, children in China use it differently from those in the West. The same brain part? In charge of reading function, and dyslexia is also related to the brain? Related to the same part of the activity
2. Genetic factors:
The study also found that dyslexia is related to genetic factors. If the child has dyslexia, at least more than a quarter of parents also have dyslexia; When a parent has dyslexia, what should his son do? About 30% is two? 8th grade was assessed as dyslexia (Sternberg, 2003).
3. Cognitive impairment:
What is the naming speed among pupils who have difficulties in learning Chinese? The defect of glyph structure consciousness is the most common (He He, Chen, Li, Zeng & Luan, 2004); Children with dyslexia also have obvious defects in morpheme awareness (Luan, 2005); Nearly 20% of children have single cognitive ability? Defects, nearly a quarter of school-age children have double defects, and nearly half of school-age children have three or more abilities? Rebellion (He, Chen, Zeng &; Li, 2002).
I. giant cell defect of vision.
During the period of 1979, physiology and psychology reported the corpse of the dorsal pathway of dyslexic patients. Livingstone and Galabruad examined the brain tissues of many dyslexic patients after autopsy, and found that the giant cells on their lateral bodies were 27% less than those of normal people. Under the microscope, the giant cells were abnormal in shape, small in size, stunted, stunted and disordered in small neurons. The study of EEG physiology also found that the giant cell pathway of dyslexia transmits pulses from the visual membrane to the visual cortex very slowly, which is about twice as long as the normal transmission time.
Due to the functional defects of large cells in the visual nervous system, the large cell system and small cell system of dyslexic people cannot transmit visual information in harmony. Moreover, their abnormal eye movements, abnormal eye control and abnormal motion perception have caused their visual confusion. For example, letters, words, whole line jumping, shaking, repetition, ghosts, and rotation lead to many visual errors in reading and writing for many dyslexics.
Two. Naming speed? (quick naming)-naming speed? And reading? Chang? Good relationship.
Three. Orthographic awareness-Orthographic awareness refers to the stipulation of word structure. Understand. ? It is difficult for children to master the font structure, including the relationship between form and sound, the position of components, etc., which will constitute difficulties in reading and dictation.
Four. Morphemes are the smallest and meaningful language components. Can be divided into? A small unit of meaning in which all words are composed of morphemes. Morpheme awareness refers to the awareness of the structure and meaning of words formed by morphemes, and? The ability to form new words with learned morphemes? . Researchers such as McBride-Chang found that morpheme awareness is more important than phonological awareness in Chinese reading, and children with dyslexia also have defects in morpheme awareness (Luan, 2005).
Verb (verb's abbreviation) Phonetics-Phonetic awareness refers to children's cognitive ability to the phoneme structure of words? , including the auditory ability to distinguish phonemes from syllables, and the spelling and division of phonemes? . A child who lacks phonological awareness? Can you divide English words or syllables into? Phoneme, so? Can accurately? Successfully decoded the text.
Phonetic memory of intransitive verbs-It is difficult for children with dyslexia to keep their pronunciation in short-term memory when learning Chinese (Ho, Chan, Tsang & Lee, 2000). The defect of short-term memory will affect the short-term storage of pronunciation in memory, the coordination of memory resources and the ability of planning and editing. , thus affecting their memory and reading of Chinese words.
Does my child have dyslexia?
Different growth stages have different requirements for children to learn and use Chinese, so children with dyslexia also show different symptoms at different learning stages.
Preschool stage
(1) It is difficult to recite children's songs.
(ii) Difficulty in distinguishing and pronouncing certain pronunciations
(3) Difficulties in learning the relationship between pronunciation and words.
(D) It is difficult to remember common words.
(v) It is difficult to remember the instructions of two or more steps.
(6) Can't tell right from left
Primary school stage
(A) oral ability is better than writing ability.
(2) The words you have learned are easy to forget.
(3) When writing, strokes or words are often omitted or written too much.
(four) when writing, the text part is inverted left and right or written as a mirror image.
(5) It is easier to get tired when studying, and you need to concentrate more on completing the copying work.
(vi) Even if he can read the text, he can't fully understand the content of the article.
Middle school stage
(i) I can't recognize the words I often meet.
(ii) inability to read articles fluently
(C) it is difficult to find out the main points of the article
(D) Dictation is often unqualified, misspelled and blank.
(5) You can answer questions orally, but you can't express yourself when writing a reply.
(6) I don't know how to use punctuation when writing.
(seven) the composition can not reach the length and number of words that ordinary students can write.
(8) When copying, it is easy to copy words with many wrong strokes.
Other learning difficulties
(i) Small muscle control, such as weak control with a pen, resulting in scrawled handwriting.
(ii) It is difficult to accurately reproduce the written materials in the blackboard or text.
(3) There is no concept of pronunciation when reading or writing.
(D) inattention, or easy to daydream in class or at home.
(5) It is difficult to express your thoughts clearly and systematically in language.
(vi) Difficulties in counting, sorting and matching.
(vii) Mathematical symbols and symbols that are easily confused.
(8) It is difficult to understand abstract concepts such as time and date.
(9) Weak working memory, such as: it is difficult to remember telephone numbers and work orders, and it is difficult to record the main points in class by yourself.
Children grow up day by day, and the requirements for school courses are increasing day by day. Children with dyslexia have different learning difficulties at different learning stages:
Preschool stage
Compared with children of the same age, children with dyslexia may start talking later and have pronunciation problems. They need a long time to learn to read, and the process is more difficult than other children.
Primary school stage
When entering the primary stage, children with dyslexia often have difficulty in learning the relationship between pronunciation and font. They tend to confuse words with similar meanings or pronunciations, and they often make such mistakes in dictation. In writing, they often have the problem of incorrect stroke order. In addition, children's performance in English pinyin is also weak, and it is difficult to spell syllables into the pronunciation of words.
In high school, due to the complexity of reading and writing, as well as the weakness of reading comprehension and writing ability, children feel particularly hard to cope with learning requirements, and their academic performance is gradually declining.
Middle school stage
Academic performance in middle schools is often related to thinking and organizational skills, and children with dyslexia are usually weak in this respect, which affects their academic performance. In addition, children have difficulties in reading comprehension, taking notes and writing expression, and learning problems may also affect their self-image and peer relationship, causing emotional or psychological problems.
Do you understand how people with dyslexia feel? Have you ever wondered what obstacles dyslexic children will encounter in life? Now take three minutes to experience the life of dyslexic people.
The following is an essay of about 200 words.
The experience of dyslexia is open:
Do you find it difficult? Don't talk about answering questions, it's not easy to find out the questions in the article!
Some children with dyslexia can't tell the distance between words, and it is even difficult to combine the components of glyphs, so that words look "scattered". Children with dyslexia encounter such difficulties in word recognition, and will also have obstacles in reading speed, article understanding and even daily communication and expression.
Experience reading articles of children with dyslexia;
It was not allowed to drive that day, and the king found a handsome sheep, a thin son, who died at the mouth of Wei District in Datian. Old Mu Zi has always had a salty heart for justice. He spoke loudly and covered his mouth with a bang. The sea child broke up in one bite. The rest fell to the ground, and the injured were in vain.
Old Mu Zi carried old Haizi away and sent him to the hospital. The western girl just got on the bus, and the dog in Haizi Cave drove away the old Mu Zi and flew away. What is puzzling is that he was allowed to play freely in the mouth and tail area just now, but the body came out at an early age and he could change his mind 180 degrees. A grain of rice, he owed his second daughter no support, and the bamboo temple let him go.
"There are no eternal enemies in the world. It is a matter of course that women can protect their towels and force Haizi to open a two-hole dog at night and turn enemies into friends!" Old Mu Zi got on the bus and left happily. The oil in the mouth is made of Sichuan leaves, the mouth is full of oil, and there is a piece of clothes in the mouth: Mi Cao! My wallet is missing!
If children read and write like this every day, and in this process, because we don't understand, or children are not understood, it will affect the formation of children's character, which is also a sad thing!
In the process of learning, we should find out the reasons behind children's learning disabilities in time and give correct and scientific guidance.