We have looked at what dyslexia is in an earlier post.

What can be done?
How we teach these skills may change, but the what will not change!
1) Strategies to support self-esteem and motivation – pupils with dyslexia experience daily, even hourly, failures at school which can be crippling:

  • Emphasise areas of strength
  • Find positive role models
  • Make it clear that literacy skills are not linked to ability
  • Understand that having dyslexia can be very frustrating
  • Make use of access strategies
  • Set realistic homework
  • Allow access to books of interest through shared reading

2) Access/coping strategies

  • High frequency & key/topic words clearly displayed
  • Scaffold writing tasks
  • No copying required
  • Enlarge/simplify reading material
  • Use pastel coloured paper
  • Separate composition from transcription – allow for alternative methods of recording
    • Allow a scribe for the child
    • Draw pictures
    • Mime/act a sequence of events
    • Create a mind map
    • Power point presentation
    • Sequence pictures
    • Use voice recorder & voice recognition software
    • Use computers/spell-checks – they allow mistakes to be easily corrected and the child can produce work that looks good!

3) Targeted teaching – literacy intervention

  • Phonics: synthesis and segmentation, reading/spelling regular words
  • Visual strategies: sight words, spelling choices
  • Application of knowledge
  • Direct instruction – structured and systematic (modelling, then do it together, then child on their own)
  • Cumulative learning – even when moving to more complex areas, keep practicing the things that have already been learnt
  • Little and often – 2 sessions of 5mins across a day should aid retention more than one session of 10mins
  • Teaching to fluency – some children will never reach fluency – we can improve accuracy but not always fluency
  • Application of knowledge – shared reading with teacher reading parts/words the child can’t read
  • Multi-sensory teaching – using magnetic letters, sand, tapping out sounds
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