dyslexic

简明释义

英[dɪsˈleksɪk]美[dɪsˈleksɪk]

adj. 诵读困难的

n. 诵读困难者

英英释义

单词用法

同义词

反义词

例句

1.They are not interested in communications and are often incorrectly diagnosed as dyslexic or hyperactive.

他们对沟通不感兴趣，而且通常都会被错误判断成阅读困难或过于好动。

2.One, who is dyslexic, had paid to have audio recordings made of his study materials and had spent several hours a day revising for the test.

其中一位有阅读困难的消防员花钱请人将他的学习资料录音并且每天花数小时复习备考。

3.He's dyslexic.

他有诵读障碍。

4.Many dyslexic people prefer to work out problems by thinking and doing rather than speaking.

这项研究的牵头人布伦斯维克博士说：“许多阅读障碍患者都倾向于通过思考和实干来解决问题，而非夸夸其谈。”

5.Smile. Here's a favorite silly joke I can't resist passing along: What does an agnostic, dyslexic insomniac do?

微笑。下面有一个我最喜欢的愚蠢笑话忍不住和你分享：一位不可知论诵读困难的失眠者会做什么？

6.I have been telling the school since she was in the infants that I think she is dyslexic.

我告诉学校，我认为从她还是婴儿的时候，她有诵读困难。

7."I know a lot of people who have trouble reading, as I did when I was a kid, are dyslexic," he said.

“我知道有很多人像我小时候一样有阅读的烦恼，”他说道。

8.He's dyslexic, a fact we were a little slow to figure out, and so for a couple of grades he felt ostracized and inadequate.

他有诵读障碍症，我们发现得比较迟，所以在好几个年级的时间里他感到被排斥，感到无能。

9.Many children who are dyslexic struggle with reading at an early age.

许多有阅读障碍的孩子在早期阅读时会遇到困难。

10.Teachers often use special techniques to help dyslexic students learn effectively.

老师们常常使用特殊技巧来帮助有阅读障碍的学生有效学习。

11.Being dyslexic does not mean a person is not intelligent; they may just process information differently.

成为有阅读障碍的人并不意味着一个人不聪明；他们可能只是以不同的方式处理信息。

12.My friend is dyslexic, and he uses audio books to help him with his studies.

我的朋友是有阅读障碍，他使用有声书来帮助他学习。

13.Some famous authors were dyslexic, proving that creativity can thrive despite challenges.

一些著名的作家是有阅读障碍，证明尽管面临挑战，创造力依然可以蓬勃发展。

作文

Dyslexia is a learning disorder that affects the way individuals process written and spoken language. People who are dyslexic (有阅读障碍的人) often struggle with reading, writing, and spelling despite having normal intelligence and adequate educational opportunities. This condition is not a reflection of a person's intelligence; rather, it is related to differences in the brain's processing of language. Understanding dyslexia is crucial for both educators and parents to support those who are dyslexic (有阅读障碍的人) effectively. The symptoms of dyslexia can vary widely among individuals. Some may have difficulty recognizing words, while others might struggle with phonemic awareness, which is the ability to hear and manipulate sounds in words. For instance, a dyslexic (有阅读障碍的人) child might read 'bat' as 'tab,' reversing the order of letters. This can lead to frustration and anxiety, especially in academic settings where reading is a fundamental skill. Early identification and intervention are key to helping those who are dyslexic (有阅读障碍的人). Schools can implement specialized teaching methods, such as multi-sensory instruction, which engages different senses to help students learn more effectively. For example, using visual aids, auditory materials, and hands-on activities can make a significant difference in the learning experience of a dyslexic (有阅读障碍的人) student. Additionally, accommodations like extra time on tests, the use of technology, and providing a quiet space for reading can help level the playing field for dyslexic (有阅读障碍的人) learners. These strategies not only support their academic success but also boost their confidence and self-esteem. It's important to note that being dyslexic (有阅读障碍的人) does not mean that a person cannot excel in other areas. Many individuals with dyslexia are highly creative and possess strong problem-solving skills. They may think outside the box and approach challenges from unique perspectives. Famous figures in history, such as Albert Einstein and Leonardo da Vinci, are often cited as examples of successful individuals who were likely dyslexic (有阅读障碍的人). In conclusion, understanding dyslexia and its impact on learning is essential for fostering an inclusive educational environment. By recognizing the strengths and challenges faced by those who are dyslexic (有阅读障碍的人), we can create supportive systems that empower them to thrive. As society becomes more aware of learning differences, it is our responsibility to advocate for effective teaching strategies and accommodations that benefit all learners, ensuring that every child has the opportunity to reach their full potential, regardless of whether they are dyslexic (有阅读障碍的人) or not.

阅读障碍是一种学习障碍，影响个人处理书面和口头语言的方式。dyslexic（有阅读障碍的人）往往在阅读、写作和拼写方面遇到困难，尽管他们的智力正常并且接受了足够的教育机会。这种情况并不是一个人智力的反映；而是与大脑处理语言的差异有关。理解阅读障碍对于教育工作者和父母有效支持那些dyslexic（有阅读障碍的人）至关重要。 阅读障碍的症状在个体之间可能差异很大。有些人可能难以识别单词，而另一些人可能在音素意识方面挣扎，即听到和操纵单词中的声音的能力。例如，一个dyslexic（有阅读障碍的人）儿童可能将“bat”读作“tab”，颠倒字母的顺序。这可能导致挫折感和焦虑，尤其是在阅读是基本技能的学术环境中。 早期识别和干预是帮助那些dyslexic（有阅读障碍的人）的关键。学校可以实施专业的教学方法，例如多感官教学，通过调动不同的感官来帮助学生更有效地学习。例如，使用视觉辅助工具、听觉材料和动手活动可以显著改善dyslexic（有阅读障碍的人）学生的学习体验。 此外，像考试延长时间、使用技术和提供安静的阅读空间等便利措施可以帮助dyslexic（有阅读障碍的人）学习者平衡竞争。这些策略不仅支持他们的学业成功，还提升他们的信心和自尊。 值得注意的是，成为dyslexic（有阅读障碍的人）并不意味着一个人不能在其他领域中出色。许多患有阅读障碍的人具有高度的创造力和强大的解决问题的能力。他们可能会跳出框框思考，从独特的角度应对挑战。历史上许多著名人物，如阿尔伯特·爱因斯坦和列奥纳多·达·芬奇，常被引用为成功的例子，他们很可能是dyslexic（有阅读障碍的人）。 总之，理解阅读障碍及其对学习的影响对于促进包容性的教育环境至关重要。通过认识到dyslexic（有阅读障碍的人）所面临的优势和挑战，我们可以创建支持性系统，赋予他们蓬勃发展的能力。随着社会对学习差异的认识不断提高，我们有责任倡导有效的教学策略和便利措施，以惠及所有学习者，确保每个孩子都有机会充分发挥潜能，无论他们是否是dyslexic（有阅读障碍的人）。