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 attentional ability Pre-curricular ability Visual-spatial ability 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 games in 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 phonological activities 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

THE METHOD OF TEACHING DOES NOT GENERATE THE DYSLEXIA, BUT THE PROPOSALS ADOPTED CAN REDUCE THE EFFECTS.