Blog #4

 Potential Learning Environments and Activities that Support Literacy Learning 

Introduction:

The climate of a classroom can play a significant role in the growth of a child’s literacy development. In this blog we will be walking through what to look for in an innovative classroom and ways to promote literacy development, especially those with learning differences. Erin Brockovich, a lawyer and dyslexia advocate gave this quote to fellow dyslexics- “When someone helping you gets frustrated, don’t let them. Take a step back, because you can’t learn anything under pressure.” I believe that this quote is important to note because it helps us as teachers see the frustration that learning can cause to someone with dyslexia. We are meant to push students into their Zone of Proximal Development (ZPD) because we know that students learn best when they are venturing beyond their “capabilities”, but we are not to push them to the point of frustration, especially to the point of defeat. “One in five individuals are Dyslexic” (Shaywitz, 2005). The sad part is that too often students with dyslexia are not met with the proper intervention, leading them to suffer with this feeling of defeat and frustration. Our job as teachers is not only to teach, but to make learning fun. “A teacher educated about dyslexia can be the one person who saves a child and his/her family from years of frus- tration and anxiety. That teacher can play a pivotal role in changing the whole culture of a school” (Wallace & Husid, 2017, p. 11). With the help of this blog you can learn how to make a difference in the lives of all your students. 

The Role of the Library and Librarian in Dyslexia Support:

A school's library is the main contributor in supporting the curriculum that their school uses. Librarians play an important role in helping equip teachers with the necessary literary elements to make a successful lesson. The improvement of basic literacy is a key function of the school library (Fourie & Dowell, 2009). Libraries are meant to be a safe and inclusive environment for everyone to gather around and cultivate their love for reading and learning. Teachers and librarians can work together to ensure the school culture includes availability, opportunity, encouragement and support for reading (Merga & Ma- son, 2019). When in the library, children are able to explore, discover, and grow. Librarians play a special role because they are able to maintain this safe space while cultivating a unique relationship with the students. “Observing students in this setting can provide insights into the child that are not seen in a traditional classroom. Developing a relationship with the child is essential to supporting their informational and recreational needs. Inclusion and advocacy for every student must be embraced and illuminate every corner of the library media center” (Huffman, Shaw, Thompson, 2020, p. 165-166). As stated previously, libraries are meant for everyone and in doing so the LAFE Model was created. “The LAFE Model was developed using the Libraries Are For Everyone ALA Campaign as backdrop; while incorporating the RTI Model and current research in the fields of dyslexia, literacy and the AASL Standards for Framework for Learners: Common Belief” (Huffman, Shaw, Thompson, 2020, p. 166). School librarians are trained to aid in many situations but especially in working with those suffering from Dyslexia. Collaboration amongst the general education teacher, reading specialist, and librarian help establish a safe and inclusive environment for all students where they are not forced to undergo the feelings of defeat and frustration but able to celebrate the victories that come with learning. 

The Role of the General Education Teacher in Dyslexia Support 

The general education teacher should collaborate with fellow colleagues such as the librarian and reading specialist, but what does time in the classroom look like for a child with Dyslexia? In this section we will explore the classroom environment and teacher practices when a student has been diagnosed with, or is suspected of having Dyslexia. “Being deprived of a proper learning environment, learning difficulties are multiplied for dyslexic students. Poor reading skills are the reason for low vocabulary” (Kalsoom, Mujahid, Zulfqa, 2020, p.155). First and foremost, the teacher must be properly educated and trained in the realm of dyslexia in order to best differentiate their practice for the betterment of the student. An effective classroom is designed for both normal and disabled students simultaneously” (Sin, Tsang, Poon, Lai, 2010). Knowing the struggles that a student with dyslexia faces is half of the battle in terms of what needs to be done. A teacher must then apply their knowledge into their classroom, ultimately impacting the lives of their students. It is important to teach dyslexic individuals with effective methods. “Intercession includes identification of words, spelling of words, and fluent reading skills” (Lucy, 2009). The strategies used to teach students with dyslexia also can be used on fellow students. “Intervention strategies used for dyslexic students to teach them could also be beneficial for other students, as they can be taught through various learning strategies” (Reason, 2001, p.299) Proper differentiation allows for students with dyslexia to feel apart of the classroom while still maintaining the same standards and level of learning as their fellow students. This in turn will boost self-confidence and engagement. Modification allows students to attempt verbal exams as a substitute for written exams. “Meditation is also used to overcome difficulties of dyslexic students such as confidence and self-esteem” (Berninger, 2000). Dyslexic students desire to feel safe, confident, and heard in the classroom, as do all students. As a classroom teacher that is how you want all your students to feel, the only difference is understanding dyslexic students have a different set of needs. You can make a dyslxeic student feel safe, confident, and heard in the classroom by not calling on them to read aloud in front of the class. There are other ways that you can formatively assess their reading skills. Their inability to properly identify words compounded with the stress and pressure of reading in front of their fellow peers can lower self-confidence extremely fast. When self-confidence is low your student will become disengaged from the classroom environment and may begin to view school in a negative light, in addition to possibly developing behavior issues, which in turn may distract or hinder other students. You can see the snowball effect take place in this scenario which is why it is of the utmost importance to create an effective learning environment for all students, especially dyslexic students. 

Creating a Growth Mindset:

Growth Mindset has a direct impact on a child’s self esteem. As we discussed earlier, the practices when teaching a child with dyslexia can also benefit other students in your classroom, and the same can be said for creating a growth mindset among your students. “Individuals with a fixed mindset believe that their intelligence is simply an inborn trait— they have a certain amount, and that’s that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time” (Dweck, 2010, p.1). It is not uncommon for students with dyslexia to also suffer from a fixed mindset. They tend to believe that they are a failure, or not smart because they have a condition that impairs them from learning the same way their peers do. As we all know it is hard for children to understand that being different isn’t a bad thing. Students must understand that regardless of their level of intelligence, or how challenging a task was, that they are growing and not fixed. “One way to create such a growth mindset culture is by providing the right kinds of praise and encouragement” (Dweck, 2010, p.3). Dweck (2010) said, “My research has shown that praising students for the process they have engaged in—the effort they applied, the strategies they used, the choices they made, the persistence they displayed, and so on—yields more long-term benefits than telling them they are “smart” when they succeed” (p.3). One thing I tell my students before we begin learning something new is “we will not be experts the first time we do this.” This helps remind my students that it is okay to not feel confident because with practice they can become experts. I also refer back to something they thought was challenging at first but now find easy as concrete evidence for them. Everyone desires and appreciates praise, especially students because they want to make their teacher proud and feel good about what they are doing. Complementing and encouraging students in a way that appeals to a growth mindset and by doing so this will teach them to not be scared to struggle with something before they have had time to practice it and be good at it. 

Conclusion:

It is important to remember that when teaching a student with dyslexia proper training can go a long way in the classroom. Reach out to your administrators if they can set you up with a way to receive proper and up-to-date information on dyslexia. Also remember that collaboration amongst the general education teacher, librarian, and reading specialist. Together you all will be able to find the most appropriate and effective instructional strategies to guide your student in order for them to have the most positive educational experience. What is good for your dyslexic student will most likely be good for fellow learners. Students all learn in different and complex ways, and through using several strategies you may find that more students are benefitting that you originally thought. All students desire to feel safe, confident, and heard which is why creating a growth mindset among your class is beneficial to your student’s educational career. 

Work Cited 

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