Notes FAQ Contact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ810517
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1938-8071
The Dyslexia Simulation: Impact and Implications
Wadlington, Elizabeth; Elliot, Cynthia; Kirylo, James
Literacy Research and Instruction, v47 n4 p264-272 2008
Many students with reading difficulties have a specific learning disability called dyslexia, which is neurobiological in origin and characterized by problems with spelling, decoding, and accurate/fluent word identification, negatively impacting vocabulary growth and comprehension. Consequently, the role of the insightful teacher is critical in working with students with dyslexia. Often, however, well-meaning teachers do not recognize dyslexia and have limited understanding of its symptoms. In an effort to facilitate awareness for teachers and teacher candidates, the authors regularly conduct a dyslexia simulation based on Put Yourself in the Shoes of a Dyslexic (Northern California Branch of the International Dyslexia Association, 1989) for university students. Collecting three years of surveys administered to both undergraduate and graduate education students, this article explores the themes that overwhelmingly indicate the positive impact the dyslexia simulation has on the participants.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A