HOW TO PREVENT DYSLEXIA
IN KINDERGARTEN
EDUCATIONAL PROPOSAL
Kindergarten and
the first years of primary school
Signs of risk
and difficulty
EARLY IDENTIFICATION
Intervene: "solve" or "reduce"
What can School does?
• Early detection of any learning difficulties (signs predictive SpLDs), because the immediate reporting is the first step to strengthen the skills involved in learning and to facilitate self-esteem
• Design a teaching plan in kindergarten allows us to offer games to strengthen the whole group, in order to avoid feelings of exclusion and inferiority.
So it may
• Do not increase the distance between the child's performance in difficulty and those of the class
• Avoid loss of motivation
• Promote a life of serene relationship
• Use methods of operational
Kindergarten
predictive signals
• Examine skills considered essential prerequisites for learning reading, writing and reasoning
• Focus on language skills, cognitive, perceptual-motor.
WHICH OBSTACLES WE CAN MEET? (DETECTION OF OBSTACLES)
• Difficulty in oral exposure to four years
• Disturbance of short-term memory
• Using inappropriate paper space
• Difficulty in storing names of objects and nursery rhymes
• Inadequacy in games phonological
• Disturbance in attention
• Failure to aid the other hand
•Inadequate and awkward body positioning with dressing and reorder
• Tendency to get distracted easily
• Slow, demotivation and restlessness
WHAT TO DO?
• Phonological exercises
• Playing Rhythms
• Recognition of the difference between sounds
• Games of visual, auditory and verbal memory
• Try to identify the activities in which the child is more capable
• Give the freedom about ways to learn
• Allow time for organizing work unhurriedly
• Provide a stimulating and motivating
• Notify the pupil at the Primary School
WHEN?
• Already in preschool it is appropriate work to develop phonological awareness
• From 3-4 years you can implement the identification, discrimination and distinction between recurrent sound patterns of words (rhyme, assonance, alliteration)
• At 5 years the child divide the word into syllables, then with the tutorial analyzes all the sounds of speech.
WHAT TO OBSERVE ?
• How and how much the child understands
• When and how the child expresses verbally
• How the child uses in a functional language
• Logical and conceptual ability
• Memory and attentionalability
• Pre-curricularability
• Visual-spatialability
• Eye-hand coordination
• Motricity
WHAT TO STRENGTHEN
• Phonetic-phonological skills
• Logical-mathematical ability
• Oculo-manual ability
• Visual perception
• Spatial orientation
GAMES TO STRENGTHEN
• Promote the consolidation and development of language, cognitive, perceptual and motor skills
• Games allow you to observe any cases of children in which they reveal signs of trouble
SOME EXAMPLES OF GAMES TO STRENGTHEN
• Distinguish the direction of animals and associate them to their name. “The farm” : a child imitates the cry of a dog , the other identify the figure and the name of the animal.
• Recognize sounds and noises . The child after listening recognizes the object that produces the sound.
• Walking accordance with the timetable established. The child walks to the beat of the drum.
• Clapping on the basis of a rhythm. The child claps his hands to the rhythm of the song : The happy body.
• Produce vowel sounds following a rhythmic sequence and changing the intensity .
• Divide the words into syllables.
• Recognize the rhymes : a little rhyme , presenting pictures, her call to the consonant.
• Identify and verbalize practical problems
• Associate objects according to some criteria (color, shape , size)
• Put in sequence according to the height , width and size
• Telling and tidying actions and stories based on timestamps
• Divide the amount based on the number
Fine motor skills :
• Make a necklace stringing beads
Gross mobility :
• Make paths
• “Beware of the wolf” : the children run around and then you save jumping through hoops to avoid being taken by the wolf .
• The lateralization : the path . The children at the end , following the directions of the teachers, they move through space to the right , left, forward, backward ...
EXAMPLES OF CONSOLIDATION THROUGH GAMES
• Pull images, equal shapes and colors
• Run by imitation of the movements with his own body
• Recognize and use words related to space
• Distinguish left from right on himself and on others
• Perform paths with your fingers
EXAMPLES OF ACTIVITIES
• Tell me a word that starts with ...
• “The train of words”.
• “The game echo.
• The pairs of words : the teacher slowly pronunciation of the word pairs . The children clap their hands when they recognize the sound of words equal.
• The game of opposites : the teacher proposes a word and the children will have to find its opposite.
• Invent new words : the teacher invites the children to respond with a sound or a word invented . That child is identified with the sound produced .
• Division of words into syllables and phonemes .
• Recognition of the word (which also marks the teacher in the syllables and phonemes that constitute it ) .
• Recognition , storage and production of rhymes improve listening skills .
• Adding or deleting sounds in words entered.
• Distinction between long words and short words : the jump kangaroo . Perform jumps as there are so many syllables of the word in the image is proposed by the teacher . Join now more powerful, less powerful ( for the recognition of long - short words ) . The child observes the figures and names the objects ; cut out and glue the figures as long or short as a whole correspondent .
• Phonological gamesin a circle , the children speak a word that starts with the final syllable of the word given prior partner.
FROM KINDERGARTEN SCHOOL TO
PRIMARY SCHOOL: WHAT TO DO?
• In the first period to perform many phonologicalactivities
• Read aloud (teacher)
• Make use of printed capital letters
• Do not submit several characters at the same time
• Continue gradually with writing
• Have manipulate the letters in different ways
• Switch to minuscule printed only after learning of all the sounds
• Deepening most difficult sounds
• Go to unhurried italics
• Provide clear guidance for writing letters
• Allow children to use the easier character for them
• Write (teacher) printed on the board until it is necessary
• Work on study skills
COMPENSATORY TOOLS AND
DISPENSATORYMEASURES :
EDUCATIONAL MEDIATORS
DO NOT FORGET:
THE FIRST EDUCATIONAL MEDIATOR
IS THE TEACHER