Guide Dyslexia in Practice: A Guide for Teachers

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  1. Guidelines for Library Services to Persons with Dyslexia - Best practice
  2. Teaching of Dyslexic Students Books | Booktopia
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  4. Introduction

Your email address will not be published. Patricia Hodge, Dip. Of value to all children in the class is an outline of what is going to be taught in the lesson, ending the lesson with a resume of what has been taught. In this way information is more likely to go from short term memory to long term memory. When homework is set, it is important to check that the child correctly writes down exactly what is required.

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Try to ensure that the appropriate worksheets and books are with the child to take home. Then, if there is any doubt over homework, they can ring up and check, rather than worry or spend time doing the wrong work. Make sure that messages and day to day classroom activities are written down, and never sent verbally. Make a daily check list for the pupil to refer to each evening. Encourage good organizational skills by the use of folders and dividers to keep work easily accessible and in an orderly fashion.

Break tasks down into small easily remembered pieces of information.

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  • If visual memory is poor, copying must be kept to a minimum. Notes or handouts are far more useful. Seat the child fairly near the class teacher so that the teacher is available to help if necessary, or he can be supported by a well-motivated and sympathetic classmate. Copying from the blackboard. Use different colour chalks for each line if there is a lot of written information on the board, or underline every second line with a different coloured chalk. Ensure that the writing is well spaced. A structured reading scheme that involves repetition and introduces new words slowly is extremely important.

    This allows the child to develop confidence and self esteem when reading. Motivation is far better when demands are not too high, and the child can actually enjoy the book. If he has to labour over every word he will forget the meaning of what he is reading. Reserve this for a quiet time with the class teacher. Alternatively, perhaps give the child advanced time to read pre-selected reading material, to be practiced at home the day before.

    This will help ensure that the child is seen to be able to read out loud, along with other children Real books should also be available for paired reading with an adult, which will often generate enthusiasm for books. Story tapes can be of great benefit for the enjoyment and enhancement of vocabulary. No child should be denied the pleasure of gaining access to the meaning of print even if he cannot decode it fully. Remember reading should be fun. Many of the normal classroom techniques used to teach spellings do not help the dyslexic child. All pupils in the class can benefit from structured and systematic exposure to rules and patterns that underpin a language.

    Spelling rules can be given to the whole class. Words for class spelling tests are often topic based rather than grouped for structure. If there are one or two dyslexics in the class, a short list of structure-based words for their weekly spelling test, will be far more helpful than random words. Three or four irregular words can be included each week, eventually this should be seen to improve their free-writing skills.

    Guidelines for Library Services to Persons with Dyslexia - Best practice

    All children should be encouraged to proof read, which can be useful for initial correction of spellings. Dyslexics seem to be unable to correct their spellings spontaneously as they write, but they can be trained to look out for errors that are particular to them. Remember, poor spelling is not an indication of low intelligence. Maths has its own language, and this can be the root of many problems. General mathematical terminology words need to be clearly understood before they can be used in calculations, e.

    Dyslexic students may have special difficulties with aspects of maths that require many steps or place a heavy load on the short-term memory, e. The value of learning the skills of estimation cannot be too strongly stressed for the dyslexic child. Use and encourage the use of estimation.

    The child should be taught to form the habit of checking his answers against the question when he has finished the calculation, i. When using mental arithmetic allow the dyslexic child to jot down the key number and the appropriate mathematical sign from the question. Encourage pupils to verbalize and to talk their way through each step of the problem. Many children find this very helpful.

    Teaching of Dyslexic Students Books | Booktopia

    Teach the pupil how to use the times table square and encourage him to say his workings out as he uses it. Encourage a dyslexic child to use a calculator. Make sure he fully understand how to use it. Ensure that he has been taught to estimate to check his calculations. Put key words on a card index system or on the inside cover of the pupils maths book so it can be used for reference and revision.

    Put the decimal point in red ink. It helps visual perception with the dyslexic child. Reasons for poor handwriting at any age can be poor motor control, tension, badly formed letters, speed etc. A cursive joined style is most helpful to children with dyslexic problems. Encourage the children to study their writing and be self-critical. Get them to decide for themselves where faults lie and what improvements can be made, so that no resentment is built up at yet another person complaining about their written work.

    Discuss the advantages of good handwriting and the goals to be achieved with the class.

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    • Analyze common faults in writing, by writing a few well chosen words on the board for class comment. Make sure a small reference chart is available to serve as a constant reminder for the cursive script in upper and lower case. If handwriting practice is needed it is essential to use words that present no problem to the dyslexic child in terms of meaning or spelling.

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      Credit for effort as well as achievement are both essential. This gives the pupil a better chance of getting a balanced mark. Creative writing should be marked on context. Marking should be done in pencil and have positive comments. Only ask a pupil to rewrite a piece of work that is going to be displayed. Rewriting pages for no reason at all is soul destroying as usually much effort will have already been put into the original piece of work.

      By the end of a school day a dyslexic child is generally more tired than his peers because everything requires more thought, tasks take longer and nothing comes easily. More errors are likely to be made. Only set homework that will be of real benefit to the child. However their observations often fall on deaf ears as the child goes into Infants School and beyond.


      Once a diagnosis is made then a whole classroom approach by dyslexia friendly school is the best way forward for the child and Sue Thurtle gives many ideas that will enable dyslexic children to make the best progress, either at primary or secondary level. Self esteem can often plummet as the dyslexic child feels they are stupid and it is so important to help build confidence back up. Teaching Assistants are often the best people to do this as they work directly alongside the pupil and often understand their strengths better than the classroom teacher.

      The role of the teaching assistant is a pivotal one in the life of dyslexic child and this book will give many ideas and strategies to help.