| Many strategies for dealing effectively
| |
| | principles, while another shows how
|
| with learning disabilities include
| |
| | acting can enhance students'
|
| multi-sensory approaches. The thinking
| |
| | vocabularies. Clear, detailed
|
| behind this is simple: the more ways you
| |
| | instructions allow readers to put these
|
| give a person to remember something, the
| |
| | techniques to use in their own homes or
|
| more chances they have of actually doing
| |
| | classrooms. Smith makes the important
|
| so. One approach that works-particularly
| |
| | argument that art is not only a fun way
|
| for the artistically inclined-is the use
| |
| | for students to express themselves, but
|
| of creative techniques to relay and
| |
| | also culturally and scholastically
|
| interpret academic information.
| |
| | enriching.
|
| These techniques may include the
| |
| | 2. Overcoming Dyslexia: A New and
|
| integration of visual art (such as
| |
| | Complete Science-Based Program for
|
| painting, drawing, or photography),
| |
| | Reading Problems at Any Level, written by
|
| literary art (such as poems, short
| |
| | Sally Shaywitz
|
| stories, or plays), music, or drama. Not
| |
| | This critically-acclaimed book uses
|
| only are these approaches entertaining
| |
| | science to give evidence that artistic
|
| for students, they also make use of
| |
| | techniques are an effective way to teach
|
| different areas of the brain, which
| |
| | dyslexic students how to read.
|
| promotes valuable cross-region
| |
| | Shaywitz-a Yale neuroscientist-looks at
|
| connections.
| |
| | the structure of the dyslexic brain and
|
| There are two excellent sources on the
| |
| | how it functions. Neurotechnology has
|
| subject, which are profiled below.
| |
| | proven that those with dyslexia use a
|
| 1. The Power of the Arts: Creative
| |
| | different part of the brain to read than
|
| Strategies for Teaching Exceptional
| |
| | those without dyslexia.
|
| Learners, written by Sally L. Smith
| |
| | Art can be used as a means to create
|
| The author of this revolutionary book is
| |
| | connections between the two areas of the
|
| one of the country's foremost experts on
| |
| | brain, thus enabling the ability to make
|
| working with learning disabled students.
| |
| | sense of written language. Shaywitz
|
| She's the founder and director of
| |
| | makes the compelling argument that
|
| Washington D.C.'s Lab School, an
| |
| | dyslexia should be looked at not just as
|
| institution she created specifically for
| |
| | a weakness, but also as a strength. She
|
| students with learning differences.
| |
| | points to the large number of highly
|
| Smith is also a professor of education at
| |
| | successful artists who have struggled
|
| American University and the mother of a
| |
| | with and benefited from their dyslexia,
|
| child with scholastic difficulties.
| |
| | including Pulitzer Prize winning
|
| All of these qualifications make her
| |
| | playwright Wendy Wasserstein and
|
| well-suited to providing parents,
| |
| | bestselling author John Irving.
|
| teachers, and other learning disability
| |
| | Shaywitz provides in-depth case studies
|
| specialists with information on the best
| |
| | of these artists to illustrate how
|
| techniques for working with special needs
| |
| | dyslexia allows for increased creativity
|
| students. This book consists of
| |
| | and comprehension, while at the same time
|
| interviews with faculty members of the
| |
| | inhibiting the ability to decode letters
|
| Lab School, who have found that
| |
| | and punctuation marks. She indicates
|
| incorporating art into their curriculum
| |
| | that art can help to bridge the gap
|
| has made their lessons come alive for
| |
| | between these two types of skills, which
|
| their students.
| |
| | can lead to great personal and
|
| One example illustrates how sculpture can
| |
| | professional achievement.
|
| be used to teach students about geometric
| |
| |
|
