Dyslexia and Final Exams
Julia Koifman
Beit Ekshtein High School, Beit Yanay
Annual ETAI Conference
Jerusalem, 2015
Programme
Introduction
 Recognizing LD Students
 Reading, Writing and Listening in LD
Classes
 Technology in the Classroom
 Planning a Computer-Assisted lesson
 Final Exams and Accomodations
 Positive Aspects of Dyslexia

Introduction
https://www.youtube.com/watch?v=0XsJXyJWuzY
Recognizing LD Students
https://www.youtube.com/watch?v=IEpBujdee8M
Behavior
Hyperactive kids…
 are restless and chatty
 shout the answers before they hear the
whole question
Daydreamers…
 never make any troubles
 listen to the teacher but misunderstand the
material
They both are unfocused and do the
tasks wrong.
Writing
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They confuse letters
They misspell words
They make a lot of grammar and syntax
mistakes
Their sentences are short and noninformative
Their compositions are too short and
incoherent
Their handwriting is unreadable
Reading
They can read but they don’t understand
 They often refuse to read aloud since
they are afraid of making mistakes
 They mispronounce the words
 They read slowly and get exhausted
 While doing reading comprehension
tasks they guess the answers

Speaking and Listening
Most of them understand spoken
English
 They can speak English fluently
 While doing listening comprehension
they understand the spoken text but
misunderstand the questions
 They guess the answers or give up

Aims of Special Education Schools
To develop students' listening skills
 To develop their vocabulary
 To improve their spelling and
grammar
 To develop their writing skills
 To improve teaching literary texts

When Beit Ekshtein High Schools get new
students every year, their tasks are:
To identify their LD
 To appropriate diagnostic studies
 To help this population to succeed
 To enable them to realize their full
potential
 To complete their studies successfully

Computer-Assisted lessons
in 11th -12th grades
Research studies show that good
computer software enhances
learning in the less motivated
student. Almost without exception,
students enjoy the computer
sessions.
Kahoot
Grammar and Vocabulary
 Reading and Listening Comprehension
 Literature

https://getkahoot.com/
Literature in LD classes
http://tlc.cet.ac.il/
The Road Not Taken
https://www.youtube.com/watch?v=ebfcZTl-uys
Rhyme and Spelling
Teaching HOTS and LOTS
http://www1.amalnet.k12.il/berseva/profession/English/literature%204%20poin
ts/The%20Road%20Not%20Taken/The%20Road%20Not%20Taken.pdf
Final Exam and Accomodations
http://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/Englis
h/Bagrut/LD/LD_+Guidelines.htm
Testing Accommodation
Authorized by the
School
LD committee.
Authorized by the
Regional LD
committees.
Extra time
A, B, C, D, E, F, G
Ignoring spelling errors
A, B, C, D, E
Use of an electronic
dictionary
A, B, C, D, E, F, G
Text enlargement
A, B, C, D, E, F, G
Listening to a recording
A, B, C, D, F
E, G
Recording answers
A, B, C, D, E
F,G
Oral Examination: Listening
to a recording +
recording/typing answers
on the computerized exam
F, G
A, B, C, D, E, F, G
Positive Aspects of Dyslexia
“Dyslexia
affects only some
skills and abilities, and is
not linked to a person's
general level of intelligence”
Dyslexic people are highly creative thinkers
who often solve problems through visual
imagery. While the school years can be a
difficult time for dyslexic learners, their
exceptional gifts and talents have made them
some of the most successful people in the
world- outside the classroom. So while some
people, at some times, may look at dyslexia
as a disability, it really is a learning difference
that is accompanied by some impressive
strengths.
Dyslexic Strengths
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Often highly creative
Persistent
Can easily grasp new concepts
See patterns, connections and similarities that
others don’t see
Excellent at solving puzzles
Holistic: they see the big picture, don’t get lost in
details, get to the important aspects
Excellent comprehension of stories read or told
to them
Strong reasoning skills
Understand abstract ideas
Inclination to think outside the box
Dyslexic Careers
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Science/Research
Marketing/Sales
Design
Woodworking/Carpentry
Art
Acting
Architecture
Engineering
Photography
Music
Software design
Sport
Bibliography

.1. Burani C, 2008. "Morpheme based reading aloud"
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=tru
e&_&ERICExtSearch_SearchValue_0=EJ796533&ERICExtSearch_Searc
hType_0=no&accno=EJ796533

2. Davis R.D., 1992. "37 Common Characteristics of Dyslexia".
http://www.dyslexia.com/library/symptoms.htm
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3. Goguadze T, 2005. "Signs of Dyslexia in Teenagers". Moscow State
University, Russia.
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4. Houk M.D., 2007. "Tips to Help Dyslexic Students".
http://www.suite101.com/content/tips-to-help-dyslexic-studentsa34071
Thank you!
Julia Koifman
jkoifman@yandex.ru