Getting to know more about the secondary school programs similar to SDR and LSP in primary schools during classmates' sharing

I enjoyed the video by the lady who grew up with Dyslexia as it gave me a different perspective on how such individuals would like to be supported in school. However, I also noted that she is one of the more successful cases who managed to work around her condition, but what about the ones who do not have the same opportunities?

the breakdown of speech and language. both components are required communication and when 1 part is not complete or lack of, then communication breakdown could happen (WR x LC = RC, scarborough's rope)

the different deficits and strategies that works e.g. phonology deficit > strategy: play games for segmentation/blending

For students who have language and literacy difficulties, they are differently abled, not that they cannot learn but they require a longer time to learn. When teaching students, we should use more enjoyable methods such that they have more motivation for learning.

I learnt from the sharing in class that there are some limitations in terms of how students develop oral language skills such as lack of practice and exposure, which is very real issue due to lack of home support and students who have English as their second language (ESL).

I learnt that different parts of the brain work simultaneously to process context, phonics and information (orthographical) to form meaning, and that as senos we should work with our students to strengthen all the systems to work together

Edtech can be very helpful when teaching literacy (AI to help students with dyslexia read through creating stories they can resonate with, phonogram sounds app, etc) but it can be costly and manpower-intensive for mainstream schools to adopt

The secret of learning a new language (video):

I have always struggled with teaching language in a fun and interactive manner, as some of the concepts may be rather dry and technical. However, I learnt that there are ways we can make it fun. Dr Liz shared that we can use a pictorial/ story method to illustrate grammar rules. For example, we can make “I” the King and the King is always accompanied by his bodyguard “am”. I found this to be such an interesting way of remembering the rules, especially for younger students.

I learnt that exposure to language is key to progressing in the language we are learning. However, this may be a struggle due to time constraints. Hence, we should strive to create pockets of opportunities to use the language in various settings such as school, home etc. It would be a bonus if we find ways to practise it relating to our interests (e.g., watching a TV series).

To strengthen semantic system one of the strategies shared was to elaborate through categorising. This encourages  a child to elaborate more and thus leads to a build up in their semantic systems. The child will then have more vocabulary knowledge.

A few of my students during my school stint were able to read with guidance however could not understand what they were reading. This is a syntactic deficit where one is able to read but have trouble with the reception and comprehension of the sentences.

Reading requires many steps and does not come naturally to the human brain. In the 4-Part Processor Model of Word Recognition, the distinct parts identified were Orthographic Processor, Phonological Processor, Meaning Processor, and Context Processor. It is only when all 4 systems work in concert that a person can develop their reading and reading comprehension skills. Without one of the four systems, true reading fluency and reading comprehension cannot be achieved.