Some people with visual learners and pictures, videos, spreadsheets, charts, etc. They have to work together. By learning this way, the initial entry of information first enters the brain. They are taken to the visual bark and transferred to other areas before processing. The student's auditory styles can be heard first before processing. Auditorium students have a mild advantage when they are in the classroom and learning. Traditional teaching methods are still largely based on teachers' speeches. Unfortunately, dyslexics are more visual learners and are therefore in a disadvantageous situation. Often processing speeds are very rare when they hear words, often the knowledge of the vocabulary is weak, and they may have similar understanding problems. If you need to write down what you've heard, your writing speed is slow, there are definitely spelling problems, and many have unreadable handwriting. Consequently, it is not difficult to see how these problems can be solved, a dyslexic student in the classroom can easily be left out, not evaluated and will not know what he teaches and quickly loses confidence. As well as the visual approach, many dyslexics need both kinesthetic and tactile strategies. Chinese learning modes involve a lot of movement and a "pragmatic" approach to the whole body. In a classroom with many other students, this way of learning is not encouraged as often as it should be.

The dyslexic brain

The dyslexic brain behaves differently through the MRI, a dyslexic brain. Because dyslexia is a special learning difficulty that is largely concentrated on the linguistic area of ​​the left hemisphere, other parts are used to replace the deficiency. The larger part of the brain, therefore, is especially activated when reading, spelling, and writing as you would normally expect. The electrical behavior observed during the test reveals a rather disorganized pattern of action. Leaving its own tools, the dyslexic brain naturally finds the multi-sensorial approach to learning. It must, of course, be taught in multisensorious ways to achieve the best result.

Multi-Sensitive Teaching Methods

A very effective way of multilingual teaching is to use a combination of Initial Word Mnemonic bells with a set of soundtracked sound cards with their associated structured worksheets

The reminder for teaching high frequency words and homophones reading and spelling sound is extremely effective and memorable. They are completely multi-sensitive. They have auditory elements when they learn each vocal voice through the "loud" repeating chanting and visual and mosaic-like elements are present when each of the singles is illustrated. Since each song is like a little story, it stimulates the imagination, engaging the child with this method and encouraging the conversation. Dislexic brains respond well to stories because they have a sense and imagination can be imagined as a mini-film presentation. This complements the visual element of the learning process and makes them very memorable. Since it's easy to store in memory, you can learn hundreds of lessons, and each song will memorize another word that can be indicated. It can transform spelling of simple, commonly used words and allow students to write sentences that are not full of errors.

Sound cards are equally multisensory because they see them, say aloud and illustrate them. Kinoesthetically manage cards, organize them into groups, and use time intervals using a stopwatch. If these structured worksheets are tracked, which should be visually analyzed, read back and displayed, this is indeed a multi-sensory method that helps to consolidate the learning process. Students step by step successfully follow the approach and persuade them very quickly to follow their correct reading and spelling.

These multi-sensory methods have taken on functionally illiterate learners and have changed their time into enthusiastic readers in a relatively short time.

Source by sbobet

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