Teach children with functional diversity to read, such as children with autism o Down syndromeIt is more complicated than it seems, although it all depends on the level of learning that the child has.
In this article we show you 5 activities to work on reading with children with functional diversity.
At method of teaching reading We can differentiate three stages based on the specific objectives and the materials that we use in each of them.
These three stages are interrelated and sometimes we must work on them simultaneously. Nor is it necessary to complete all the objectives of one stage to work on the next.
The first stage of the teaching of reading consists of the global perception and recognition of written words, understanding their meaning. The child must understand what reading consists of; You must understand that meanings are accessed through graphic symbols. Starting with single words, you will progressively move on to phrases.
The second stage consists of learning syllables. The main objective is for the student to understand that there is a code that allows us to read any written word, not previously learned. Once the code has been mastered, it is possible to read any text in our language, even if the meaning of some words is not known.
The third stage it is that of reading progress. The fundamental objective is to get the child to read increasingly complex texts, to give practical use to his reading skills and to be able to use reading as a fun information and entertainment activity.
Following,we propose a series of activities that aim to facilitate the learning of reading for children with functional diversity, such as children with autism or Down syndrome, and serve as an example of some of the methods used in each of the stages.
In this task the child must perform a "Reading" of several organized drawings from left to right in two rows, starting with the first one from the left of the row above and ending with the last one from the right of the row below, as if it were a reading text. The pictures should be beautiful and easily recognizable by the child, in this way they can become familiar with the reading method that they will later use with the written words and phrases.
In this activity appear two rows of drawings, those at the top and those at the bottom will be exactly the same and may be placed in the same order or in a different order. We will help the child by pointing and showing the pictures, while we say their names, then he will be asked to point to the pictures that are the same in the two rows. Then you should point out this similarity by making a line that joins the two similar drawings and that in addition to working on reading perception and discrimination, it will also allow you to work on writing skills by achieving your lines.
Once the child already knows the different letters of the alphabet, and therefore is already in the second stage of learning to read, we can work with word searches.
In the former, the words that the child has to locate must appear written on one side to facilitate the student's task. Another option is replace words with pictures, so that the child mentally recalls the written word and looks for it. Generic topics (animals, clothing, food, etc.) can be suggested to give them a clue of the words to find.
This task consists of a card in which a column of 4 or 5 drawings will appear, next to each one a interrogative phrase in relation to what is represented. The student must read the sentence, understand it and answer the question affirmatively or negatively. For example, in one of the images a dog appears and the associated question may be who is barking.
On a sheet of paper with several recognizable pictures for the child, a series of statements related to the pictures will appear below. The student must read the sentences, deduce which images they refer to and draw a line that connects them with him. According to the child's progress We can replace the pictures with names, add more descriptive phrases and each of the pictures can be related to more than one association.
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