Every regular-classroom teacher encounters students who do not readily respond to traditional teaching methods. These students may not make progress in patterns typical to their peers in one or more intelligence areas. They may exhibit immaturity in a variety of ways, such as making reversals while writing and reading letters, symbols, and words. At the same time, they may demonstrate exceptional ability in other areas. They may also struggle unusually with abstract concepts while their classmates quickly grasp them. They may seem confused ' and directionally disoriented or maybe even clumsy. Such students are often judged as lazy or unmotivated. Sometimes their behavior is attributed to previous learning environments at home or school. Often these students come with labels (or are quickly assigned labels) as teachers try to understand and accommodatetheir learning styles. It is not uncommon for professional educators, and many '· individuals in the general populace, to refer to students who reverse letters and symbols as "dyslexic." What is dyslexia? Can it be diagnosed by teachers? How does it differ from other learning disabilities? Do dyslexic students require different educational accommodations than other learning disabled students? This research paper attempts to answer these questions and to offer effective teaching strategies to benefit students who exhibit dyslexic symptoms.
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