How to Build Writing Skills in Students With Dyslexia

How to Build Writing Skills in Students With Dyslexia When you think of the word dyslexia reading problems immediately come to mind but many students with dyslexia struggle with writing as well. Dysgraphia, or written expression disorder, impacts handwriting, the spacing of letters and sentences, omitting letters in words, the lack of punctuation and grammar when writing and difficulty organizing thoughts on paper. The following resources should help you better understand dysgraphia and work with students to improve writing skills. Understanding Dyslexia and Dysgraphia Dyslexia and dysgraphia are both neurological based learning disabilities but both have specific symptoms. Its important to learn the symptoms, types of dysgraphia, and treatment options. Dyslexia impacts writing skills in many ways. Students with dyslexia show a significant difference between what they can tell you verbally and what they are able to convey on paper. They may have trouble with spelling, grammar, punctuation, and sequencing. Some may have dysgraphia as well as dyslexia. Knowing how this learning disability affects writing can help you develop specific strategies for working to improve writing skills. Teaching Students With Dyslexia and Dysgraphia Once understood, you can make some accommodations in the classroom to help improve writing and learning in students with written expression disorder. For example, experimenting with different kinds of pens can help you find what is most comfortable for your student, and improve legibility. Written assignments completed by students with dyslexia are often filled with spelling and grammar errors, and the handwriting is sometimes illegible, causing a teacher to think the student is lazy or unmotivated. A plan of action provides a step-by-step approach for organizing thoughts and information to help make the writing process easier. when teaching writing skills to students with dyslexia. Ideas for Lesson Plans Arm yourself with specific strategies to incorporate into your daily teaching that will help you work with students with dyslexia and dysgraphia improve their writing skills. One suggestion is to put away the red pen when grading papers and use a more neutral color to avoid the student becoming discouraged when seeing all the red marks when you return an assignment. Building Sequencing Skills: From the time we are very young, we learn to complete tasks in a specific way, such as tying shoes or using long division. If we do the task out of order, the end result is often wrong or doesnt make any sense. Sequencing skills are used in writing as well, making our written information make sense to the reader. This is often an area of weakness for children with dyslexia. Students with dyslexia can frequently see the big picture but have trouble understanding the steps it takes to get there. Plan a lesson requiring students to take parts of an event or story and put them in the correct, chronological order.Journal Writing: Helps students in middle school practice writing skills by keeping a daily journal. Writing prompts are given each morning or as a homework assignment and students write a few paragraphs. Varying the writing prompts helps students practice different types of writing, for example, one prompt might require descriptive writing and one mig ht require persuasive writing. Once a week or every other week, students choose a journal entry to edit and revise. Create a Classroom Book: This lesson can be used from 1st through 8th grade and gives you the opportunity to teach social lessons as well as writing lessons. As you complete classroom books, put them in your classroom library for students to read again and again, helping them learn about and become more tolerant of one anothers differences.Writing Newspaper Articles: This project not only works on informative writing skills, but it fosters cooperation by teaching students to work together to create a classroom newspaper.Outline Writing Prompt: Teachers often give students writing prompts to help generate writing ideas, however, students with dyslexia may need additional assistance in organizing information. Provide a step-by-step guide that goes through the process of putting together an outline that organizes information.

The Most Effective Methods for Improving Employee Motivation Dissertation

The Most Effective Methods for Improving Employee Motivation - Dissertation Example Literature Review One motivational theorist states it plainly: â€Å"Aspiration is the source of all motivation† (Freemantle, 2004, p.22). Aspiration is akin to desire and ambition, therefore the author suggests that an effective organization aspires to achieve performance and works to get staff members engaged in this process. This points toward giving cause for each and every organizational scenario or policy to remind employees that they are very much a part of organizational goals and should be reminded to aspire to achieve short- and long-term business ambitions. From this author’s perspective, motivating employees should be as simple as leadership engagement and vision. One difficulty in motivating people, for those organizations which take a Theory X approach to business, is offering employees more autonomous work environments (no micro-managing) and giving them more inclusion in organizational situations. The Theory X philosophy, proposed by Douglas McGregor, suggests that employees are simply lazy by nature, incapable of self-direction, and incapable of providing innovative or creative solutions to enhance organizational effectiveness (Kopelman, Prottas, and Davis, 2008). Under Theory X leadership, employees are rigidly-controlled by top-down hierarchies of management and are expected to simply conform to organizational mandates. Additionally, Theory X leaders seem to command and control employees, expecting no more contribution than generic job function each and every day in the business or organization.

Precedent vs. Contemporaneous Autonomy in Regard to Advance Directives Essay

Precedent vs. Contemporaneous Autonomy in Regard to Advance Directives - Essay Example Ronald Dworkin argues that if we can declare this patient incompetent, he does not have the capacity that autonomy represents. This means that respect should be upheld to the patients’ prior wishes made when competent. This is because a competent person’s decisions are autonomous ones. This view is referred to as the integrity view, which states that the value of autonomy derives from the capacity it protects: the capacity to express one’s own character traits, values, commitments, convictions and critical as well as experiential interest in a life one leads. However, it is arguable that, in most cases the present desires expressed by a patient need to be respected. Dworkin constructs a hypothetical case, where there exists a woman named Margo, who has dementia, but still seems to find pleasure in seemingly meaningless activities, such as reading, eating snacks among others. He even explains that Margo may be one of the happiest people he â€Å"knows.† How ever, years back, Margo had signed an advance directive expressing her desire to be left to die if she were to need life-saving medical treatment once afflicted with dementia. ... Dworkin believes we must respect Margo’s advance directive, as Margo living with dementia is her living against her critical interests that she held while competent. Experiential interests, in my opinion, hold a great deal of value, enough that experiential interests alone make one valuable and thus their life worth continuing. As Dworkin points out, pleasures that experiential interests provide are essential for a good life. A good life has value in it of itself, and while â€Å"genuine meaning and coherence† may enhance this value, no requirement for value to be obtained (Marshall, 123). I deduce that the reason we have critical interests are so we can enhance individual experiential ones. For instance, Dworkin claims establishing close friendships are an example of a critical interest. The reason we wish to establish such relationships is so when â€Å"watching football, or seeing Casablanca for the twelfth time or walking in the woods in October† (Marshall, 5 1) we are that much happier and life is more enjoyable. However, if one performs these experiential interests without having formed close relationships, they do not suddenly lack value; they are just perhaps slightly less enjoyable. However, if one were still to argue on critical interests that hold true value, we can see in many instances where experiential interests remain valuable on their own. The existence of a person who is solely able to attain experiential interests may allow someone else to enhance his or her critical interests. For example, in the case of Margo, there existed a medical student, Firlik, who took a specific interest in her case (Marshall, 144). By being able to visit Margo daily, Firlik was able to answer his questions and

Chapter 3 - Neurology Clerkship Thesis Example | Topics and Well Written Essays - 3000 words

Chapter 3 - Neurology Clerkship - Thesis Example Taking into account the level of students in the course and the clinical nature of the course work, content that focused on practical clinical knowledge was made a priority for the eBook (M Nilsson, Nilsson, Pilhammar, & Wenestam, 2009). It was decided, however, that the content of the book must match the delivery of the content. Clinical students are expected to demonstrate proficiency through their ability to apply content learned in the classroom to patients themselves. Because of the nature of the medical profession, clinical students must demonstrate deep analytical skills in which the student must diagnose and provide treatment for such diagnosis (Malau-Aduli, et al., 2013). Therefore, since the eBook was developed for such student stakeholders, it was agreed upon to develop an eBook that delivered content through an explanatory and problem-based learning model. The development of the eBook occurred after the subject matter experts compiled the content of the eBook. The content was broken down into two main sections: 1) Neuroanatomy section and 2) Pathology section. The Neuroanatomy section of the book centered its content on the review of the anatomy of the brain. Subject matter experts provided multiple Computer Tomography Scans (CT Scans) and Magnetic Resonance Imaging Scans (MRI Scans) of healthy brains. This information was essential for students to progress adequately through the book, for much of the terminology and the images throughout the eBook would refer back to this section (Cotter & Cohan, 2011). This section also served as a glossary for those who needed to review basic information. The Pathology section introduced students to neurological ailments. The content for this section provided students with the information required to learn specific neurological ailments they might experience in the clinical setting. Subject matter experts, understanding that this section prepared students for their clinical rounds, provided real world

Frederick Augustus Washington Bailey Essay -- Auto Biography

Douglass wrote his narrative to persuade his readers of the evils of slavery. Using carefully chosen examples from the book explain how Douglass developed his story so that it was an effective attack on slavery. In other words, make clear how each example specifically contributes to his argument against slavery. Do not just list examples of the horrors of slavery; explain how Douglass uses them in his argument. Frederick Augustus Washington Bailey was born in Tuckahoe, Talbot County, Maryland, in February, 1817. His mother's name was Harriet, his father was unknown, but thought to be Aaron Anthony, his master. Fredrick Bailey later became Fredrick Douglass upon his freedom. Douglass’s auto biography not only tells his life story, but persuaded readers of the time toward abolition. Douglass poses many arguments against slavery, and appeals to his reader’s emotions and conscience. Douglass first and most importantly uses truth of his experience to persuade his readers. No second telling of white man’s sympathetic witness can compare to depth of the words of a slave himself. His skill as a writer has great influence in shining a light on his truth. The truth is his thread, and his skill weaves his life’s story into a beautiful flag for freedom. With his talent, he uses several arguments against slavery such as; emotionally wrenching trauma, ,immoral degradation, power poisoning of the spirit of the slave owners ,religious hypocrisy, waste of human potential, and dispels the myth that an economy cannot prosper without slavery. His mere intellectual prowess was in and of itself an argument against slavery, as it was believed in his era that blacks were not capable of complex intellectual thought. Blacks were often not seen as hum... ...hould be free, but withheld from connection from the very people that could support him, broke my heart, as I suspect it had the same effect on the readers at the time. Douglass eventually is helped, and is able to ease his fears slightly. In this chapter he also marvels at the wealth. He has suspected that New Bedford would be a poor country. To his surprise he found great abundance, and evidence of wealth that even succeeded the wealth of Maryland. By pointing out the economical abundance of the non-slave holding state, he was making the argument that slavery was not needed to have a profitable country. All of these arguments were valid, and he subtly wove them into his strong narrative. His eloquence of speech and triumph of spirit were alone an argument against slavery. I am thankful to have read such a remarkable book. The power of his words is timeless.

Mesopotamia and China

Although Mesopotamia and China had similarities in politics, economics, social organization, and religion between 8000 BCE – 600 CE, they also had differences. Both Mesopotamia and China followed the same pattern to state and empire building (Supanick, Notes 2012). They both also had agricultural and trade societies (Supanick, Notes 2012). Both also had social inequities and were both polytheistic (Supanick, Notes 2012). They also had important differences, Mesopotamia's empires were replaced by outside groups as in China's empires being replaced by other chinese (Supanick, Notes 2012).Also, Mesopotamia had a lot of long distance trade, while China trade more internally, with the exception of the Han (Supanick, Notes 2012). They also had differences in their social stratification, Mesopotamia had a major priest class. China had one but is was not important as the one in Mesopotamia (Supanick, Notes 2012). Religiously, China had a diversity in religion, as in Mesopotamia's one religion (Supanick, Notes 2012). China and Mesopotamia had many political similarities. Both civilizations were threatened by invaders.Mesopotamia was threatened by many invaders that sometimes conquered and established empires in the area, like the Assyrians and Babylonians. The biggest invaders of China were the Xiongu, a nomadic group from the north. Both were invaded for many reasons. One reason was the invaders were trying to expand and/or conquer. Also, the geography of the areas predisposed invasion. Another political similarity was the type of government, which was monarchy. Mesopotamia had many different leaders, the first was Sargon, followed by Hammurabi. China also many leaders, the emperor at the height of the Han was Wudi.Monarchs arose in Mesopotamia and China because peoples were seeking protection and power. A final political similarity was the order of state and empire building. Both China and Mesopotamia followed this order: Rise of Agriculture to Villages to City -States to Kingdoms to Empires. Both civilizations followed this pattern because of population growth, that allowed them to expand and grow. Mesopotamia and China also had political differences. Both civilizations had many different empires, however Mesopotamia had more than China. Mesopotamia empires were being replaced frequently, as in China empires lasted longer.Mesopotamia had many empires coming in and replacing each other. Sargon and the Akkadians were the first, then Hammurabi and the Babylonians, then the Assyrians, and then Nebuchadnezzar and the Babylonians. While China only had the Qin, that was later replaced by the Han. This difference occurs because Mesopotamia had many invaders and the geography made them open for invasion, as in China they didn't have to worry about many invaders and had protection by having parts of the great wall to protect them. Another political difference is the groups of people who conquered the empires.In Mesopotamia, their empire were conque red by external invaders, as in China their empires were conquered by other chinese civilizations. In Mesopotamia, the Babylonians were conquered by the Assyrians, an external invader. In China, the Qin empire eventually replaced with the Han, a chinese civilization. Like other differences this happens because of invaders and geography. Mesopotamia has many invaders and is open to invasion while China is composed of many neighboring chinese civilizations protected by some parts of great wall and only have some invaders.Not only does Mesopotamia and China have political similarities they also have economic similarities. One economic similarity is their mode of production which is Agriculture and Trade. Mesopotamia did a lot of trade and farming, they farmed wheat and barely. China grew rice and millet and trade mostly internally until the Han and the Silk Road. Both civilizations were agricultural and trade societies because their geography allowed them to farm and trade easily. Anot her economic similarity is agricultural technologies.Both civilizations created many ways to make farming easier. They both made irrigation systems and agricultural tools like the wheel. They both created new technologies to make farming easier and more productive. Mesopotamia and China also had economic differences. Mesopotamia and China did not always traded long distances. Mesopotamia traded long distances, unlike the chinese who only traded internally. Mesopotamia and China traded to get things they couldn't, but China only traded internally because they were ethnocentric.They thought they were superior to others and would be thought as soiled if they were dealing with foreigners. However, when the Han took over China they established the Silk Road that they traded long distantly on. Another economic difference is what they grew. China grew rice and millet, while Mesopotamia grew wheat and barely. This difference occurs because of their geography and climate. Mesopotamia's geogr aphy and climate was favorable to wheat and barely, while China's was favorable to rice and millet. Mesopotamia and China also had social similarities.Both civilizations had major inequities in society. China's stratification was: Emperor, Nobles, Peasants, and Merchants. Mesopotamia's stratification was: Emperor, Priest, Nobles, Artisan, Peasants/Slaves. The upper class in both societies made up about 5% of the population while the peasants and slaves made up 95% of it. However the upper class got 95% of the wealth, while the peasants and slaves got 5% of it. This occurred because people with power were not interested in sharing and didn't care for those below them. Another similarity is the Emperor was the all powerful leader.

Organizational Change and Organizational Structure Free Essay Example, 2500 words

Preservation refers to the extent to which organizational resources (human and financial), competencies and working culture are retained during the change process. Cranberry found that although Greenhealth employees are demotivated and often do not respond well to the management staff, the experienced staff has the necessary expertise that is needed to develop new products. Thus some selected preservation of organizational human resources need to be there, but the culture of the two companies should be the same. The working culture in Greenhealth was poor, for this reason, Cranberry decided that the culture needs radical change. This is the diversity of the subcultures between the organizational groups. In Greenhealth, as the company was following a functional structure, the difference between subcultures was highly present, whereas, in case of Cranberry, the difference between subculture is low because each division operated with an objective of selling the product in the selected domain only. Capability is the ability of the individual, management and the organization to cope with the change process. Two companies were located in two distinct places, thus it was difficult for the employees to engage in relocation. We will write a custom essay sample on Organizational Change and Organizational Structure or any topic specifically for you Only $17.96 $11.86/page The resources can be of financial and human in nature. Both the companies were financially sound in nature. Their revenues in 2011 were almost the same. In the case of human resources, they were adequate for both of the companies and the human resources were competent enough to adopt change.