Techniques Teachers Can Use to Help Students with Dyslexia (1 of 3)
Compiled by Susana S. Saldivar, Reading Specialist
From The Dyslexic Scholar by Kathleen Nosek (1995):
Extra time to complete regular exams and assignments
Large print books
Audio-supported textbooks; dvds of literature selections
Allowing students to audio-tape lectures (listen to class lecture as soon as possible after class)
Documentaries, PBS specials, Discovery Channel covering science, geography, culture, humanities, history, literary classics, etc.
Oral exams
Peer tutoring
Peer takes and shares class notes
Tutoring
Review class work
Offering a learning center where students go to get help with homework
Dyslexics are auditory, visual, and kinesthetic learners. Use multi-sensory techniques (presenting information in a way for students to see, hear, and feel it)
Limit homework to key concepts
Teach student organization skills
Read for meaning, not for accuracy; give the student the material they’ll have to read aloud in class the day before so s/he can practice beforehand
Teach students to how to ask for help at school
Involve them in extra-curricular activities; involve them in the arts (drama, music, dance, creative writing, and visual arts)
Don’t demand perfection; let them know it is okay to make mistakes
Structure classroom events; consistency is important
Distraction-free study areas
Techniques Teachers Can Use to Help Students with Dyslexia (2 of 3)
Compiled by Susana S. Saldivar, Reading Specialist
From The Dyslexic Scholar by Kathleen Nosek (1995):
Five minute breaks after 20-40 minutes of honest school work, depending on child’s age
Computers; computers are non-judgmental, available at all times, and taps into the creative-thinking skills of dyslexics
Computers can read text for them; eg.,Speakoniaand ReadItToMe(free, downloadable from Internet)
Using the computer reduces the mechanical burden of writing, allowing for editing, re-organizing paragraphs or sentences in compositions/assignments, and encourages students to correct for spelling, grammar, punctuation, and writing style.
Never tease, ridicule, or make fun of the child’s mistakes
Follow through on modifications and accommodations from § 504 IAPs or SpEd IEPs
Establish a classroom atmosphere with quiet firmness, clarity, and conscientiousness and reasoning
Older students can be taught to self-advocate; empowerment is important
Have dyslexic students sit toward the front of the classroom to minimize distractions and maximize eye contact with teacher/instructor
Involve them in clubs, groups, and teams so they practice reading social cues (common source of their behavior issues)
Techniques Teachers Can Use to Help Students with Dyslexia (3 of 3)
Compiled by Susana S. Saldivar, Reading Specialist
From The Dyslexic Scholar by Kathleen Nosek (1995):
Talk openly and honestly about dyslexia and ways other dyslexics have coped with dyslexia:
Responsibility---solve problems their way
Organization—create their own way to keep track of papers, backpacks, etc.
Forgetfulness—it is not deliberate; keep a written list helps with remembering
Resourcefulness—the way they do things make not make sense to teachers, but it makes sense to them
Honesty—Reminders help them remember to do what teachers ask of them
Friends—they need friends, even those their teachers may not have chosen for them
Feelings—it hurts them very much to be called names
Misreading social cues—be patient; give them a hint on how to behave at social events
Perfection—always try to do their best, but may backfire
Pleasing others—want approval; they are pleased when you aknowledge their work/effort
Being myself—accept them for the person s/he is
Laziness—it can take them an hour to read two pages of a novel; give them a break
Inattention—they have trouble concentrating; the smallest noise distracts them, so they lose focus
Impulsiveness—they thought it was a good idea at the time
Inconsistency—they never know how they’ll test; one time they’ll ace a test, other times, they’ll bomb it
Depression—they get down over the smallest thing
Tenacity—they can be very stubborn—they need to use it to their advantage when setting goals
Impatience—they want everyone to be patient with them
Self-esteem—it only makes them feel worse if they are called names like “stupid, lazy, or worthless”
Survival—high tech world will help them survive
Recognition—accept them for who they are
Techniques Teachers Can Use to Help Students with Dyslexia (1 of 1)
Compiled by Susana S. Saldivar, Reading Specialist
From Helping Your Dyslexic Child by Eileen M. Cronin (1997):
Oral spelling tests
Instead of spelling every word on the spelling list, have dyslexic students spell every other word on dictated spelling list; spacing words apart gives him/her the time needed to hear the word, process its meaning, organize the sequence of the letters, “see” the word as a whole in his/her mind, and order his/her muscles to write it.
Figure out math problems aloud
To help dyslexics hear and read directions correctly, get in the habit of saying this in class:
“I am going to tell you about…”
“Now I am going to tell you what I told you…”
“Now you tell me what I told you.”
“Now go and do what I told you.”
Establish and stick to classroom routines because dyslexics need familiarity and structure.
When giving instructions, slow down, be precise in explanations and instructions, and try to give only one instruction at a time. Give him/her time to execute that one task. Make eye contact. Give him/her time to have directions settle in.