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ERIC Number: ED465977
Record Type: Non-Journal
Publication Date: 2000-Nov-11
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Dyslexic Student and the Public Speaking Notecard.
Hayward, Pamela A.
To facilitate the extemporaneous speaking style, the preferred method of speech delivery in public speaking classes, students are advised to take a notecard with key words and phrases on it with them as they deliver the speech. In other words, the speech is to be well rehearsed but not given completely from memory or from a detailed manuscript. Advice for notecard content and use is abundant in public speaking texts. But students with language learning disabilities (LLD), particularly dyslexia, may find using a notecard in the extemporaneous speaking format creates confusion and anxiety and does not work well when they are giving presentations in class. With knowledge of the nature of dyslexia, an instructor can learn to deal effectively with LLD students in the college classrooms. Nina L. Rynberg, Reading Specialist at Lake Superior State University, recommends that dyslexic students be encouraged to use as few words as possible on their notecards, stressing that a word or two (written in large type) is better than phrases or sentences. Rynberg also suggests the dyslexic student considers incorporating color by using a different color pen or highlighter to differentiate between words on the notecard. Amy White, Director of the Dyslexic Resource Center in Howell, Michigan, explains that many dyslexic college students have been trained to develop their own transcription method for taking notes in class that often involves visuals, logos, and acronyms. This can be used on notecards as well. (Contains 11 references.) (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A