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Strategies in the classroom
Develop a Key Word Definition list at the beginning of every topic
Use highlighters to emphasize key words, phrases/points. Use a different coloured highlighter for different aspects i.e. one for unknown words and another for key words or ideas
Cover your work with your hand. This helps the brain absorb and recall information
Chunk information into smaller amounts
Develop a structured learning framework which allows for work to be chunked.
Use visual imagery: pictures/videos etc
Use hands on activities
Allow for questions to be answered verbally and not always written down.
Use Mind Maps and other forms of structural organisation (linear or organic structure)
Give ONE instruction at a time
DON'T:
Use GREEN or RED pens/markers. A Dyslexic student will struggle to read these especially if they are on the whiteboard.
Get a Dyslexic student to read aloud in front of the class. They will be trying to decode the print and read for meaning whey trying to remain focused. Please ask them if they are comfortable reading.
Use Roman Times Font or other writing than can be confusing to read
Ask students to copy from the board as they will loose their place in the movement of looking up and down.
More ideas:
Use Dyslexia Font or Arial font. Dyslexia Font is weighted and shaped so that students can read it easier.
Use a buddy for the student to discretely 'touch base' with if they forget what to do next. Paired reading and modified texts.
Use buff/light coloured paper or colour their screen to either yellow/green or blue/red
Make sure messages or important notes are written down or drawn i.e. homework
Encourage shared reading or the use of visual/auditory books
Allow for different presentation styles when sharing student information and inquiry work.
Enable students to use their reader writers for tests and assessments.
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