Dyslexia
What is Dyslexia?
A specific learning difficulty affecting the acquisition of fluent and accurate reading and spelling skills. This occurs despite access to appropriate learning opportunities. Dyslexia is characterised by cognitive difficulties in (1) phonological processing, (2) working memory, and (3) speed of retrieval of information from long term memory. Dyslexic difficulties occur on a continuum from mild to severe and affect approximately 10% of the population. (DAI, 2019)
Implications for Learning
Suggested strategies for the mainstream classroom
A specific learning difficulty affecting the acquisition of fluent and accurate reading and spelling skills. This occurs despite access to appropriate learning opportunities. Dyslexia is characterised by cognitive difficulties in (1) phonological processing, (2) working memory, and (3) speed of retrieval of information from long term memory. Dyslexic difficulties occur on a continuum from mild to severe and affect approximately 10% of the population. (DAI, 2019)
Implications for Learning
- Choppy and dysfluent reading.
- Inaccuracies with written text.
- May misread words by leaving out letters (e.g. cold for could ).
- Difficulty with spelling.
- Handwritten tasks may take considerably longer.
- Preference to oral tasks compared with written work.
- Challenged by organising or sequencing a text.
- Has difficulty with written punctuation.
- Editing written work may be very challenging.
- Summarising may prove arduous.
- Difficulty with syntax.
- Has trouble summarising or outlining.
- Has problems in taking notes and copying from the board.
- Delays or avoids reading and writing exercises.
- Incomplete assignments.
- May take a longer than average to respond to a question.
- Higher order questioning proves challenging.
- Low working memory.
- Has poor time management skills.
- Has more difficulty in language-based subjects (e.g. English, Irish, History.
- .Lacks self-confidence.
Suggested strategies for the mainstream classroom
- Talk to the student discretely to see what works best for them.
- Avoid too much written work on the board or projector, keep points concise.
- Use different coloured markers e.g blue for titles, black for content.
- Note- taking is a challenging task for students with Dyslexia. Decoding and processing information takes great effort and work may contain inaccuracies. If lengthy work is to be copied in class, provide the student with the notes on a handout.
- Check that the student has copied from the board correctly.
- Provide the student with a copy of the notes if writing is lengthy.
- Condense new material into small chunks.
- Repeat key points.
- Position the student near the front for ease of sight access to the board.
- Repetition of instructions.
- Do not ask the student to read aloud in class unless they have a desire to so.
- Utilise a multi-sensory approach regarding teaching methodologies. Incorporate oral, written and visual elements as these offer the student the opportunity to access the information via their desired modality.
- Do not correct every mistake in the student’s work, pick one thing to focus on.
- Look for positives in written work. Aim to write a positive comment at the end of work that has been completed to standard.
- Provide students with strategies for organising notes and materials.