This “pseudo” educational film, Tool Box, incorporates video in real time to illustrate four different techniques used to understand the English language for a child who has been diagnosed with dyslexia. When dyslexia was first discovered, doctors wanted to understand how the brain functioned differently and eventually concluded that people who have dyslexia use one side of their brain more than the other. Although these ideas were first conceived between 1870 and 1880, the methods for teaching children with dyslexia have not changed much since then. This project is meant to inspire and illustrate the “behind the scenes” aspects of what it takes for someone with a unique mind to understand the basic principles of English. The work is meant to show that although dyslexic brains may perceive something different than other brains, hard work and persistence can help alleviate some of the frustration and difficulty that comes with dyslexia. The work portrays four different techniques: a spelling test, a grammar sheet, a trick for L’s and B’s, and a repetition list. Each of these challenges was created to help ensure that the problem words would be committed to long-term memory by incorporating all the senses.
| Identifer | oai:union.ndltd.org:CLAREMONT/oai:scholarship.claremont.edu:scripps_theses-2213 |
| Date | 01 January 2018 |
| Creators | Bruml, Sarah Elise |
| Publisher | Scholarship @ Claremont |
| Source Sets | Claremont Colleges |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Scripps Senior Theses |
| Rights | © 2018 Sarah E Bruml, default |
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