Dyslexia Friendly Classrooms

• Consider using a checklist or dividing a larger project into smaller steps. 

• By breaking tasks down into smaller parts it makes it easier for students to organize and synthesis information. 

• When designing assignments and assessments consider what students CAN do. 

• Look for a way to connect what a student struggles with to a skill they already possess. 

• After asking a question make sure you are giving adequate wait time. 

• Teachers are urged to "wait" in silence for 3 or more seconds after their questions, and after students completed their responses. 

(Stahl, 1994)

• When providing instruction use visuals and words to help make content more comprehensible. 

• The ratio of positive to negative teacher statements to students should be 4:1.

(Parrish 1) 

• Keep sentences and paragraphs short. Try to break text into short readable units.

• Use wide margins and headings.

• Use at least 1.5 line spaces between lines of text, if possible.

• Use bold print to highlight.  Italics and underline should be avoided as they can blur text.

• Use clear fonts and text

(International Dyslexia Association, 2017)

• Praise is one tool that can be a powerful motivator for students.

• Teachers can deliver praise in several ways: in private or in-front of the class; or by writing.

• Most students in elementary grades may easily accept public praise. 

• Middle and high-school students usually prefer private praise.

(Burnett, 2001).   

• When teachers link what students already know (prior knowledge) with the new concepts to be introduced, they stimulate student interest, motivation, and curiosity, and give learners a sense of purpose for learning. 

(colorincolorado.org)