Dyslexia is a learning disorder characterized by the difficulty of reading and writing correctly. It also interferes with other spheres of a person's life: the ability to concentrate, memorize and organize. Thanks to the multisensory approach of some teaching methods, it is possible to help a dyslexic child to develop their self-awareness and cognitive abilities. In this way, the child will receive support not only in the classroom, but also in other spheres of life.
Steps
Method 1 of 2: Change Your Teaching Methods
Step 1. Use the multi-sensory structured language approach (MSL, from English Multi-sensory Structured Language)
This teaching method is ideal for dyslexia, although anyone can benefit from it. The MSL method is aimed at teaching phonological awareness, phonetics, comprehension, vocabulary, accuracy and fluency of language, writing and spelling. Students are encouraged to use all sensory channels (touch, sight, movement, hearing) as an integral part of the learning process.
- Phonological awareness is the ability to hear, recognize and use the individual sounds of a word. A child who can understand that the words "pasta", "park" and "ball" all begin with the same sound, demonstrates that he has phonemic awareness.
- Phonetics is the relationship between letters and sounds. Knowing the sound of the letter "B" or knowing that "koala" and "what" start with the same sound are phonetic skills.
- There are training courses and certifications to be able to teach dyslexic subjects. The Italian Dyslexia Association (AID) is able to provide all the necessary information.
- The visual elements are able to favor the understanding of the written word by dyslexic subjects. Use colors to write on a traditional board or whiteboard. In math problems, write decimals with another color. Correct your homework with a color other than red, universally recognized as a negative color.
- Write cards. In this way, you will provide the student with a tangible object that they can observe, as well as hold in their hand. Reading the card aloud will also promote the involvement of motor and hearing skills.
- Set up trays of sand. Sand trays are essentially tray-shaped vessels containing sand (or beans or shaving cream). In the sand, students will have the opportunity to write words or draw. This involves the involvement of touch.
- Include recreational activities in the lesson. Thanks to playful and creative activities, the dyslexic child will be more involved in the learning process. In this way, learning will be lighter and more rewarding, able to give the dyslexic child a sense of satisfaction.
- Through music, songs and songs you can help your students learn and memorize the rules.
Step 2. When teaching, you need to be direct and explicit
Explicit teaching includes the description and development of a competence, the breaking down of the competence into steps, the presentation of clear instructions and feedback throughout the process, the presentation of examples and demonstrations, the clear explanation of the purpose and reasoning behind it, as well as presenting the information in a logical order. This process is applied until the students have acquired the competence.
- You must not assume that the student knows the concept a priori or that he has understood it.
- If you are using the explicit teaching method to teach a child the letter "S", you will first need to explain what will be done today. You will then show what the sound associated with the letter "S" is and ask to repeat it. Next, you will have to construct different words starting with an "S" and ask to repeat them aloud. You could also use songs, songs, or pictures of objects that begin with the letter "S". You could ask them to find words that start with the letter "S". Additionally, you will need to provide constructive feedback throughout the lesson.
Step 3. Repeat the same concepts often
Because dyslexic children have difficulty managing short-term memory, it is particularly difficult for them to remember what is being said. Repeat the instructions, keywords and concepts to help students memorize what is being said, at least long enough to write everything down.
As you move on to a new skill, keep repeating the information you learned previously. Through repetition, it will be possible to consolidate old skills and establish a connection between concepts
Step 4. Use the diagnostic teaching
You must continuously examine the student's level of understanding towards the subject being studied. If it's not all clear, you have to start over. This is an ever-changing process. Dyslexic students often need longer time and more incisive instruction to learn a concept.
If you want to teach children phonological awareness, you need to start by assigning them words and asking them to identify all the sounds that make them up. You will notice their strengths and weaknesses, then develop the lesson and teaching strategy based on this assessment. During the lesson, you will need to provide corrections and feedback by asking the child questions and noting all progress. You could also propose small riddles at the end of each session to monitor progress. When you feel that the child has acquired the competence, you need to undergo the same initial assessment and compare the results. If the child has acquired the proficiency, you can move on to a more difficult level. If he hasn't acquired the proficiency, you have to start over
Step 5. Use your time intelligently
Dyslexic children often have difficulty concentrating. They may get distracted or may not be able to follow a lecture or video that is too long. Furthermore, dyslexic children have difficulty managing short-term memory, which means that it is not easy for them to take notes or understand simple instructions.
- Don't be in a hurry. Don't rush through the lesson. Students should have time to copy everything you wrote on the board. Make sure that the dyslexic students have understood everything before moving on to the next topic.
- Schedule short breaks at regular intervals. A dyslexic child is unlikely to be able to sit for long periods of time. Plan short breaks throughout the day to break up long-lasting lessons. You can also switch from one activity to another, for example: lesson, game, lesson, learning activity.
- Apply appropriate lead times. Dyslexic children need more time than others to complete their assigned tasks. Give them more time to take exams, tests, and completing homework so you don't put pressure on them.
Step 6. Don't change your everyday routine
Regular hours allow the dyslexic child to know what happens now and what will happen later. If possible, hang the daily schedule, featuring pictures and words, on a classroom wall as a reference for students.
The daily schedule should also include a daily review of previous information. In this way, students will be able to establish connections between the previous lessons and the lesson of the day
Step 7. Take advantage of other resources
Don't think you are the only teacher confronted with a dyslexic student. There are a number of learning support resources for dyslexia. Get in touch with other teachers, dyslexia specialists or mentors with experience in the field.
- You should also consult with the person concerned and their parents to learn about their preferences and ways of learning, as well as their strengths and weaknesses.
- Encourage supervision from classmates. The resources within the classroom and the support of the community are perhaps the most effective tools to be offered. Students can read aloud together, review notes together, or conduct laboratory experiments together.
- Technological tools are an excellent resource for consolidating learning. Games, word processing software, speech recognition and digital voice recording are all useful tools for a dyslexic child.
Step 8. Consider writing an Individualized Education Plan (IEP)
The IEP is a comprehensive program in which the educational needs of the pupil are identified, specific indications are given and particular changes are defined to the curricular program. The IEP is an overall document that guarantees the school's support for the student's needs. This document also ensures that parents, teachers, counselors and school work together.
The elaboration of the IEP is long and complex, but it is worth it. If you are a parent, you should talk to a school figure to start the process. If you are a teacher, let your parents know how useful it is to draw up an IEP
Step 9. Be aware of the child's self-esteem and emotions
Many children with dyslexia hardly have good self-esteem. They often think they are not as smart as others or are afraid of being seen as lazy or problematic. Try to be as encouraging as possible towards the student, as well as highlight his or her strengths.
Method 2 of 2: Improving the Environment in the Classroom
Step 1. Have the student sit next to the teacher
Having the student sit next to the teacher will eliminate distractions and allow the student to concentrate on their work. Sitting near children who talk a lot or at a rowdy row of desks could further hinder concentration. In this way, the teacher will also be able to easily give further instructions if necessary.
Step 2. Allow the use of recording devices
The use of a tape recorder can help students overcome reading difficulties. The student can listen to instructions and concepts again for clarification and insights. If the recordings are played in class, the student can follow the recording by reading.
Step 3. Distribute handouts
Again, as children with dyslexia find it difficult to manage short-term memory, it will be helpful to provide them with guidelines, especially if the lesson is long. In this way, the pupil will be able to follow better, take notes accurately and know what to expect.
- Use visual elements, such as asterisks and periods, to emphasize important directions or information.
- Write the instructions directly on the homework sheet so the child knows what to do. It is very useful to allow consultation of tables, for example relating to the alphabet or numbers.
Step 4. Use different formats for verifications
Because dyslexic children have different learning processes, the standard test format may prevent them from correctly showing what they have learned. Dyslexic children may perform best in oral exposure or written tests when there are no time limits.
- During a questioning, the teacher will read the questions and the student will answer orally. Test questions can be pre-recorded or read live. The ideal is to record the answers given by the student to facilitate the assessment.
- Dyslexic students often have difficulty under pressure and need more time to read the questions. Allowing plenty of time to test will ensure the student has peace of mind to understand the questions, reflect and write down the answer.
- Displaying the questions as a whole could put the student in excessive tension. Showing one question at a time, on the other hand, will allow him to focus better.
Step 5. Minimize the need to copy data
Dyslexic students need more time to copy information on the board, to take notes during the lesson, and to write the instructions for an assignment. Teachers can make lesson notes and written homework instructions available so the student can focus on what's important. Teachers can assign another student to take notes for them or have a particularly deserving classmate make their notes available.
Step 6. Don't focus on the quality of the handwriting
Some dyslexic children may have difficulty writing because it involves fine motor skills. You can change the format of the answers to the questions by entering the multiple choice, so that the student is easier in the task because he can mark the answer with a cross, underline it or use some other graphic sign. You can allow to use additional space to write the answers. In the evaluation, you must take into account the contents expressed rather than the form in which they are presented.
Step 7. Prepare tools that favor organization
Help people with dyslexia develop their organizational skills because they will benefit from it for the rest of their lives. The organization may involve the use of folders and dividers to keep tasks and checks in order. Use them in the classroom, but encourage the student to use them at home as well.
Students should also be encouraged to use personal journals and calendars for assignments to keep up with the schedule of deliveries, assessments, and other activities they are expected to participate in. Have them write their daily assignments in their diary. Check the diary before leaving school to make sure they understand the directions
Step 8. Make changes to the assigned tasks
If a student normally takes an hour to complete one task, a dyslexic student could take three. This factor can be a source of anxiety and stress for the dyslexic student and burden him with unnecessary pressure. Instead of assigning questions 1 to 20, have the student answer only the odd or even numbered group of questions. Teachers can also set time limits for homework or have the student focus only on key concepts.
Rather than presenting their assignments in writing, dyslexic students can be allowed to present information orally, through pictures or any other appropriate means of communication
Advice
- Read 'The Gift of Dyslexia', by Ronald D. Davis, a dyslexic author. The book compares the functioning of the mind in dyslexic subjects and in non-dyslexic subjects, providing the tools to understand which is the best teaching method for the former.
- Make teaching cards with different letters and words available to your dyslexic students every week. If they can memorize them, reward them with a prize.
- Allow dyslexic students to use lined or squared paper for math problems. The lined sheets will help them follow the problem horizontally or vertically, as appropriate.
- Use objects when teaching dyslexic children to make them more involved and able to understand better.
- Get them to read with audio books to accompany them.
- Don't call them never stupid. To encourage them, he shows them the list of famous dyslexic people like Albert Einstein.
