Top Tips

Elizabeth Henderson’s tips for helping dyslexic children in primary school


1) Checklist for primary teachers to spot dyslexia
If a child shows many of the following signs, teach them as if they are
dyslexic anyway. Successful teaching and learning are most important
objectives:
- Difficulty with spelling, speed of reading or comprehension
-Confused with directions (e.g. left/ right, up/down)and sequences

(e.g. getting dressed, days of week/times tables, order of alphabet)
- Appears bright but cannot get ideas down on paper or in order
- Poor concentration in academic lessons, short attention span, often
fidgeting
- Areas of excellence, particularly in drama, art, music, sport,
technology, science, original thinking/creativity
- Good long-term memory for past events, but poor short-term recall
- Acts as "class clown" to mask failures -or other signs of low self
esteem
- Looks "glazed" when spoken to quickly, especially if listening to
instructions
- Exhausted after a normal day, because so much effort is needed to keep up
- Is being bullied and called names by other children
- Has delay or difficulty with speech and language development
- Finds it hard to remember a string of instructions etc
- Poor organisation of time, tasks and possessions


- Confuses letters similar in shape (e.g. b/p/d/q) or sound (e.g. f/v/th)
- Misses out letters when writing or writes letters in wrong order
- Loses place when reading
- Misreads little words (e.g. for, from, they, the)
- Problems copying accurately from the board or paper
- Odd pencil grip and difficulties forming correct letter shapes

2) Dyslexic people think and learn in a different way
Their strength is that they are often lateral and creative thinkers. This
originality can be harnessed by getting them to think about what kinds of
teaching strategies really work for them. People from all ages, races, classes and intellect can be dyslexic, some seriously and others just a little.


3) There is no one way to teach dyslexic pupils
They learn in their own way, we have to find out what works for them.

But…

4) Multi-sensory teaching helps many dyslexic pupils
Dyslexic children can learn well but their brains may need to process
information differently. A few ideas follow. In addition to these use the
pupil's ideas and observe the pupil closely to see what works so that
strategy can be used again. Make it fun!
Kinesthetic/motor memory:
- Trace with fingers, pens, chalk to teach continuous cursive handwriting and
spelling
- Stamp or march to a rhythm for the alphabet, days of week, etc
- Use little hand actions to help recall of letter sounds (as in Jolly Phonics and other good schemes)
- Learn writing patterns using movement ribbons
- Allow pupil to get up and "do" something, rearrange cards, sort letters,
play a game etc.
- Feel things in a bag, with blindfold on - use differing textures and
materials
- Trace spellings onto pupil's back

Visual memory:
- Use drawings or pictures alongside other resources
- Teach pupils how to make Mind Maps
- Stare at words to memorize, then "photograph" them onto blank paper
- Lists/notes/information in lists, blocks of text, colours
- Place symbols, cartoons within notes/notes to aid recall
- Show something 2D or 3D while talking about it
- Describe a chain of events or picture for pupil to visualise
- Link information to an image (rude or funny is even better!)
- Look in mirror at shape of mouth while saying sounds
- Look out for small words in big ones to help spelling
Auditory/ Oral memory:
- Chant and learn "off by heart" months, tables, colours of rainbow,
spellings
- Sing (and rap) facts or information that is difficult to recall
- Think or say funny little noises or use a 'silent shout' to remind of
spelling e.g. thEy
- Say a "mantra" while forming letters, "up, over-the-top, back round and
down"
- Learn spelling using a different drummed rhythm for each word
- Ask pupil to make up personal mnemonics (e.g. said = said always
irritates Darren)
- Record onto tape using the pupil's or teacher's voice
Use children’s own ideas of ways they can help themselves to remember things. No matter how unusual they are, if that is how the child learns THAT is the way to teach him or her!

5) Overlearning is necessary for dyslexic pupils
Be prepared to practice and repeat information in lots of different ways.
Keep it motivating and fun. Use the following ideas to come up with some of
your own, involve your pupils and continue with those that work
-Use tape recorders and walkmen with recorded information
- Use flash card drills against the clock, keeping records to show
individual scores.
- Keep a secondset of matching cards to play pairs, snap, skittles, hunt the card, race-track games or domino-pairs
- Use crib cards throughout the day, in a pocket, on the desk, wall, cover of
books etc
- Make an indexed notebook or box file for easy reference of spellings and
facts etc
- Make up a poem or song that can be used as a skipping rhyme
6) And remember: anything that works for teaching dyslexic children is effective for all children
We all learn from using different "input channels" into our brains

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