James Coleman
Researcher
In January, 2016, I began working with a student in the school where I work. She had been assigned to a self-contained classroom in grades three through six. Diagnosed with dyslexia in third grade, after several years struggling to develop as a proficient reader, she was quickly moved from an inclusion setting to self-contained. The separation from her peers was devastating to her.
As part of an assignment for a class at Hofstra, I asked her parents if I could work with her once a week to help her revalue herself as a reader. This became a case study that is looking at family patterns of literacy, the different stakeholders involved when a student is diagnosed with dyslexia, and the relationships among them.
Please visit this early blog post that provides a snapshot of our work together.
As part of an assignment for a class at Hofstra, I asked her parents if I could work with her once a week to help her revalue herself as a reader. This became a case study that is looking at family patterns of literacy, the different stakeholders involved when a student is diagnosed with dyslexia, and the relationships among them.
Please visit this early blog post that provides a snapshot of our work together.
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