Peony is a student with dyslexia. Few weeks ago, I observed
that she always replied ‘I don’t know.’ before attempting to do anything. I tried
to foster a close relationship with her and send a positive message that trial
and error is appreciated. I am very happy to see her improvements and now she actively
asks for help and tries her best to respond to my questions.
As I got flu and almost lost my voice today, I
typed out most of my instructions for the task instead of saying verbally. I discovered
that Peony, who always asks me to repeat my instructions, did not do so today.
Peony might have memory difficulties in auditory
working memory, so she forgets instructions and sometimes loses track of what
she is doing. As compared to her peers in KS2 who are able to remember and
recall the steps of the task, Peony might not be able to adopt effective memory
strategies in organizing the information she receives. I realize that apart
from repeating my instructions to her step by step, I should have used
alternative methods such as imagery strategies to visualize my instructions so
that she can follow more easily.
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