Final Project Learning Disorders
Uploaded by
ScribdTranslationsFinal Project Learning Disorders
Uploaded by
ScribdTranslationsOpen university for adults
(Uapa)
Subject:
Learning disorders.
Theme:
Final project.
Facilitator:
Dr. Rosario Cáceres.
Participant:
Scarle Rodríguez cabin
Registration:
100027423
Mode:
Educational psychology.
Introduction
The following work deals with a case study of a patient with the disorder
dyslexia learning, it contains the following: case description, type
evaluation to be used, diagnosis, intervention proposals within the classroom and
approach tools.
FINAL PRODUCTION.
The final production consists of the following: Of all the disorders of
learnings, choose one and then analyze a real case and write a report that
Include: Description of the case. Type of evaluation you would carry out. Possible
diagnosis. Intervention proposals within the classroom. Create tools of
Approach to this type of learning problems presented in a PDF document.
Case presentation
7 years and 5 months old girl who consults for having difficulties in the
reading and writing. 2nd Year of Primary Education. He has difficulty reading, he does it
slowly and with effort. Some words are skipped when reading and writing, uses reading
vocalizes and makes many spelling mistakes. Understands reasonably well what
Over time, these difficulties have become more evident.
She struggles to learn the verb sequences. She is a restless girl, but not
hyperactive. In the classroom, she pays attention and, in general, is considered to be a girl
worker
Type of evaluation
Direct assessment test
Reading, copying, and dictation. These three tests correspond directly to the
main difficulties of children with dyslexia: reading, writing, and spelling.
In addition, they will also measure fluency and execution accuracy.
Possible diagnosis:
He has a reading impairment that causes confusion or alteration.
the order of letters, syllables or words, this is called dyslexia, it is a disorder
of the learning that entails the difficulty of reading due to problems with
identify the sounds of speech and to understand how these relate to
the letters and the words (decoding).
Approach tools for working in the classroom.
In the intervention for reading and writing disorders, all must be addressed
modules involved in the processing of linguistic information, including the
visual perceptual aspects (perceptual, phonological, lexical, syntactic, and semantic)
that allow the learning of reading and writing. The intervention in dyslexia
It is aimed at increasing the student's linguistic competence in the routes.
participants in accessing the meaning of words through the execution of
reading and writing activities, when the errors are evident
accuracy/ precision such as omissions, inversions, substitutions...
phonemes/graphemes and the difficulties in syntactic and semantic processors
that slow down and make reading barely fluid and comprehensible.
Tools
1. Direct and maintain visual and auditory attention on phonological components
of the syllables and words.
2. Strengthen the RCGF.
3. Automate syllable reading.
Activities:
Identify and compare letters:
It is about identifying the different letters written in rows and columns.
tracking left-right and up-down, perceiving the letters,
identifying them and comparing them with respect to given models.
Correspondences between words:
Locate word pairs (with increasing difficulty: monosyllables and
short, familiar, and regular bisyllabic words.
Identification of letters/syllables within a word: Verbalize if it is identified
determined phoneme forming part of the word.
Verbalize whether a certain syllable is part of the read word.
Identification of words in a text. - Read a text to locate a word
model (presented in writing and presented verbally by the teacher). Employment
of short texts.
Identification of intruder words:
Locate in a sentence the word and/or words that do not correspond to the meaning.
global of the text read.
1. Develop auditory attention.
2. Identify the phonemes.
3. Discriminate perceptually confusable phonemes.
4. Increase the speed of phoneme identification/discrimination.
Activities
Auditory attention
Indicate the phoneme verbalized by the teacher, orally express whether it has been
produced the emission of the proposed phonemes as a model or element of
auditory attention by the student.
Memorization of phonemes and subsequent discrimination.
Memorizing previously heard phonemes and verbal reproduction.
writing.
Association (as a model a phoneme - auditory presentation -) and visual localization
of the grapheme.
Conclusion
Most children with dyslexia can get by in school with the
tutor help or specialized education programs, dyslexia affects
mainly reading.
Dyslexia is a learning disorder that involves difficulty reading as a result.
of problems in identifying speech sounds and understanding how these
they relate to letters and words (decoding)
