Abstract
The fundamental principles of the teaching methodology followed for dyslexic learners evolve around the need for a multisensory approach, which would advocate repetition of the learning tasks in an enjoyable way. The introduction of multimedia technologies in the field of education has supported the merging of new tools (digital camera, scanner) and techniques (sounds, graphics, animation) in a meaningful whole. Dyslexic learners are now given the opportunity to express their ideas using these alternative media and participate actively in the educational process. This paper discusses the preliminary findings of a single case study of two English monolingual dyslexic children working together to create an open-ended multimedia project on a laptop computer. The project aimed to examine whether and if the multimedia environment could enhance the dyslexic learners’ skills in compositional. Analysis of the data has indicated that the technological facilities gave the children the opportunity to enhance the style and content of their work for a variety of audiences and to develop the responsibilities connected to authorship.
Chapter PDF
Similar content being viewed by others
References
Calkins, L. McCormick (1983) Lessons from a Child.
Clayton, J. (1999) Lost for Words. New Scientist, 24’h April, No 2183, pp. 26–30.
Dewey, J (1938) Experience and Education. Collier Books, New York. In: Newman, D. Functional Environments for Microcomputers in Education. In Mind, Culture and Activity. Seminal Papers from the Laboratory of Comparative Human Condition,M. Cole, Y. Engstrom and O. Vasquez (eds.), Cambridge University Press, Cambridge.
Graves, D. (1983) Writing.
Hornsby, B. and Shear, F. (1993) Alpha to Omega. The A-Z of Teaching Reading, Writing and Spelling. 4`h Edition, Heinemann Educational, Oxford.
Lachs, V. (2000) Making Multimedia in the Classroom: A teacher’s guide. Routledge, London.
McFarlane, A. (ed.) (1997) Information Technology & Authentic Learning. Routledge, London.
Miles, E. (1990) Principles of Teaching Students with SpLD. In: Meeting Points in Dyslexia, G. Hale, M. Hales, T. Miles and A. Summerfield (eds.), BDA, Reading.
Newman, D. (1997) Functional Environments for Microcomputers in Education. In Mind, Culture and Activity Seminal Papers from the Laboratory of Comparative Human Condition, M. Cole, Y. Engstrom and O. Vasques (eds.), Cambridge University Press, Cambridge.
Pollock, J. and Waller, E. (1994) Day-to-Day Dyslexia in the Classroom. Routledge,.London.
Stackhouse, J. and Wells, B. (1997) Children’s Speech and Literacy Difficulties. A Psycholinguistic Framework. Whurr Publishers Ltd., London.
Vygotsky, L. S. (1978) Mind in Society. The Development of Higher Psychological Processes. Harvard University Press,.Cambridge, Mass.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer Science+Business Media New York
About this chapter
Cite this chapter
Dimitriadi, Y. (2002). Working with Dyslexic Learners. In: Watson, D., Andersen, J. (eds) Networking the Learner. WCCE 2001. IFIP — The International Federation for Information Processing, vol 89. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35596-2_27
Download citation
DOI: https://doi.org/10.1007/978-0-387-35596-2_27
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4020-7133-1
Online ISBN: 978-0-387-35596-2
eBook Packages: Springer Book Archive