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some teachers don't understand that
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people are dyslexic they just see them
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as people who mess around but they don't
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understand why because they struggle
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with learning I get really distracted
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because other things can be much more
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interesting sometimes it was hard for me
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to focus and concentrate in class I
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don't get enough time like when all my
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friends are done I'm still trying to
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work out my spelling makes people laugh
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it makes me laugh actually my spelling
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still not great I'm trying to work on
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that at the moment and my reading if I'm
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sight reading oh it's it's a complete
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joke I hated reading I hated writing
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like spelling in public reading out loud
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they might not be good at English and
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spelling but they would be like really
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good at ever things
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many dyslexics their difficulties
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manifests itself in challenges with
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reading and what that really comes down
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to is a difficulty holding on to and
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manipulating individual sounds initially
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the weaknesses are around the
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development of phonic knowledge in
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relation to reading so the student has a
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problem with mastering the relationship
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between sounds and symbols word building
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and word analysis they're going to need
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a system in place that is phonics based
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systematic and direct to help with
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reading a system or a curriculum that
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focuses on whole language and
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memorization is just going to blow up in
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your face with a dyslexic student when
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we begin phonics we begin by learning
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simple sounds like a says ah but then
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when we're looking at a more complex
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word two letters can be grouped together
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to make a unit of sound like sh makes at
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the beginning of a word and it's
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learning those components those simple
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phonemes that helps the dyslexic to
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understand how you can then look at a
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word break it down into the units and
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build it we want to engage all the
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different senses or the way in which the
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brain learns and processes information
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so for example we don't want to just
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tell them a says app we want them to
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find a movement around that so we might
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have them actually write out an A in the
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air as they're saying at or they'll have
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them spell out the different sounds with
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their fingers and we also want to give
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them a visual cue or visual way of
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thinking about it so as we say a says ah
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we might also have them think about an
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apple alright so they have this may be a
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physical image of an apple in front of
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them but they also have this mental
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imagery of what an apple is and we might
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even have them think about the way
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they're making that sound with their
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mouth all these different ways to give
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the brain a shortcut to make that that
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connection more instantaneous and more
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efficient spelling is another challenge
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for dyslexic students they again are
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trying to rely on their memory and it's
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just not going to work
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and so phonics based system will really
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give them rules tips and tricks to help
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them so they don't have to rely on just
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memorizing and a typical phonics lesson
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we're coming up with silly mnemonics or
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sayings and phrases to remember the
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spellings of words we talked about the
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word could cou LD and we would say could
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old umbrellas leak drops we're getting
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up and using movement and dances and
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song to remember different spelling
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rules so it's very important that you're
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engaging your students and a
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multi-sensory approach so that they have
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as many avenues as possible because
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dyslexic students have a difficult time
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reading they don't read as often as we
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would like and therefore they don't get
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a lot of practice to understand how
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grammar and punctuation are used in
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context punctuation and grammar is
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difficult for someone who's dyslexic
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because there's so much to remember
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there's so much to process you're
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processing the letters on the page
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you're making them into words you're
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checking your understanding you're
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checking whether words even are on the
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page and then at some point you've got
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to apply this punctuation to it as well
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you need to allow your students to use
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tools to help support those deficits so
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allow your students to use a program
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with spellcheck or use a program like
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grammarly that will catch those errors
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for them you process information
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differently it shows up in a variety of
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forms including math sometimes it can be
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something simple like a visual thing
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they might interpret a certain digit as
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a different digit and or see it as one
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way and write it as another and quite
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often children would have trouble
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interpreting kind of what we would call
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wordy problems a dyslexic child might
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have trouble interpreting what to do
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what information they need to take from
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the question while they might understand
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the concept and get the big picture of
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what they're trying to accomplish
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following multiple detailed steps can be
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very difficult for them we see the
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biggest struggle with math because it is
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sequential and because typically we
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think that math has to be done one way
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and one way only
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and there's one solution and that does
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not work for our dyslexic students they
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want to ask
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they want to come up with different
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solutions math facts can also be a
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challenge for many dyslexic learners
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multiplication tables times tables what
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we like to call the killing drill system
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of just rote memorization is not how a
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dyslexic mind works maths is all about
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problem solving
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dyslexic czar amazing problems overs so
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if you remove some of those barriers by
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giving them the times table square you
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will get an amazing mathematician if
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they need to bring out a calculator to
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do 7 times 6 that's okay we want them to
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be able to apply that information to the
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higher-level concepts many dyslexic
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learners have a difficult time with
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organization and concentration and when
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it comes to organization many dyslexics
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have a difficult time because of working
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memory which is the ability to take
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information hold on to it manipulate and
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do something with it you need to chunk
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things into groups of four and no more
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you might use a mind map if they're a
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very visual child if there's someone who
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likes symbolic presentations then that
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can be a useful way of organizing
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information many dyslexics might
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struggle with verbal memory so if we
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give them instructions and we only say
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them out loud and we expect them to hold
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on to all of that information many
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dyslexics might have a difficult time
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with that many dyslexics might have a
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difficult time with their locker
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combination that sequential memory that
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ability to instantly remember to go 3 to
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the left 4 to the right a dyslexic
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student can be very unorganized they may
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need more structure and support than you
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might think your classroom really needs
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to have systematic organization systems
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everything has a place my students know
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what to expect on a daily basis they
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know the routine they know the materials
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they need you can color code visual map
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of the school so that the English blocks
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green and the mass blocks read and if
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your English books green you know you
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need your green book for the green block
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so many of our students have difficulty
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with concentration and I know every
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teacher knows the student that is
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somewhat peering offer becomes occupied
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with something in their desk
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you struggle its concentrate because the
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teacher has taught for so long and your
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working memory is overloaded and your
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processing is gone and you struggle to
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process things in an auditory way anyway
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of course you're gonna stop listening a
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student really should not be sitting for
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more than 15 to 20 minutes at a time or
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actively listening after that it just
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becomes jumbled noise we incorporate
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movement in our day so that they're able
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to get a little bit of energy out we use
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things like rocking chairs or movements
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tools even fidgets if that's a way to
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keep their mind busy but also focused on
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the learning that's taking place in the
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classroom so if you have a difficult
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time organizing your ideas if you have a
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difficult time organizing and falling
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through on sequential tasks it can have
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a huge impact on standardized and normed
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assessments unless you're giving
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something completely unseen and you're
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asking someone to apply what they know
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you're always measuring someone's memory
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with processing as soon as you add
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pressure you find it harder to reproduce
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the information time is also a very
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important part of making sure a dyslexic
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learner is able to express what they
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know whereas a student a traditional
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student might only need 30 minutes to
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complete an exam a dyslexic learners
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might need an hour and even hour and a
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half to show what they know in that kind
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of format what are you trying to test
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for what do you want to know that they
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know if it's a spelling test yes focus
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on spelling if it's a grammar test yes
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focus on grammar if it's a punctuation
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test absolutely mark off if it's not
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correct but if it's none of those things
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those things should be either put to the
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side or given a separate grade because
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really what you're focusing on is the
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content celexa cloners incredibly bright
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incredibly capable people and our
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classrooms need to be engineered in such
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a way that we bring that out and that we
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support that a phonics multi-sensory
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approach hurts no one helps everyone and
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can be transformative for a dyslexic
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learner
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teachers were aware of the yin and the
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yang with dyslexia because there are
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some challenges the written word
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spelling things like that are difficult
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or more difficult for dyslexic but the
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imagination the storytelling the
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communication the empathy all these
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positives are sometimes sort of
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neglected in within the school system
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you
