Teaching dyslexia
"Most of the latest literature available dealing with dyslexia, although not necessarily research, concludes that the best way to teach students with dyslexia is using a systematic, multisensory, sequential phonics-based program with explicit instruction in phonological awareness, sound-symbol correspondence, syllables, morphology, syntax, and semantics"(Allen 24).
To the teacher...
IDENTIFY
In the grade school, teachers need to try hard to identify students who are at risk of developing dyslexia. In order to do this, teachers need to be trained on what to look for and misconceptions need to be dispelled. It is necessary that grade school teachers and administrators understand that the longer it takes to identify students as being dyslexic, the more difficult it will be to teach them to read proficiently.
To most effectively help a student with dyslexia, evaluation must be done earlier than 3rd grade, a time when most students begin to be referred for special education services. Schools and teachers need to ensure that intensive, explicit phonics instruction is provided in a small group or a one-to-one setting, and the teachers providing this instruction must be properly trained in the methods of explicit, systematic phonics-based instruction(Allen 25).
In the grade school, teachers need to try hard to identify students who are at risk of developing dyslexia. In order to do this, teachers need to be trained on what to look for and misconceptions need to be dispelled. It is necessary that grade school teachers and administrators understand that the longer it takes to identify students as being dyslexic, the more difficult it will be to teach them to read proficiently.
To most effectively help a student with dyslexia, evaluation must be done earlier than 3rd grade, a time when most students begin to be referred for special education services. Schools and teachers need to ensure that intensive, explicit phonics instruction is provided in a small group or a one-to-one setting, and the teachers providing this instruction must be properly trained in the methods of explicit, systematic phonics-based instruction(Allen 25).
Confidence
Such a huge part of helping a student with dyslexia is making sure they have the confidence to learn. As funny as that may seem, many students get very embarrassed when it takes them long to learn and they can get very fed up therefore possibly giving up. In any school in any week of the year a dyslexic child experiences a huge amount of failure. With sequencing difficulties, any form of writing or math is going to present severe problems, and the dyslexic child cannot fail to notice that almost all of the other children are able to do the work which he or she finds so hard. The goal of a teacher is to build the child's confidence.
The best activity I have seen personally is to make a pros/cons list. On one side put the things they are good at and on the other side things they struggle with. The student will realize there are more on the side they are good at than perhaps the few things they are not...(reading, writing, spelling) for example.
The best activity I have seen personally is to make a pros/cons list. On one side put the things they are good at and on the other side things they struggle with. The student will realize there are more on the side they are good at than perhaps the few things they are not...(reading, writing, spelling) for example.