Tips for Helping Students with Dyslexia BY SHANTELL BERRETT, READING HORIZONS DYSLEXIA SPECIALIST
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1 8 Tips for Helping Students with Dyslexia BY SHANTELL BERRETT, READING HORIZONS DYSLEXIA SPECIALIST
2 Tip 1) Provide directions one step at a time When giving directions, allow students to complete each step before giving additional direction. Because dyslexia is a processing disorder, students with dyslexia have a difficult time processing, prioritizing, and remembering long lists of directions at one time. However, when you give only one direction at a time, students don t have to process or prioritize multiple steps at one time, which helps to ensure that they complete the action you asked of them. This decreases frustration both for you and the student. Even if students don t have dyslexia, they are still prone to distraction and forgetfulness. By only giving one direction at a time, you eliminate the possibility of students forgetting what they need to do, and you won t have to repeat directions nearly as often.
3 Tip 2) Provide visual representation of oral instruction Connect each piece of information that you present to your students with a visual cue whenever possible. Because students with dyslexia have a dominant right brain, their brain isn t naturally wired to engage the left side of the brain. This wiring is the reason for their difficulty with reading. In order to rewire the brain, students with dyslexia need multisensory instruction that engages multiple areas of the brain. By connecting visual, auditory, and kinesthetic cues to each concept, multiple areas of the brain are activated, allowing students with dyslexia to build new brain connections that help them strengthen their left brain and better remember information. Again, even if students don t have dyslexia, they are all prone to forgetfulness. By connecting multiple stimuli to a concept, students better remember and absorb new information.
4 Tip 3) Preview and review new concepts Have students preview each concept prior to instruction (either through software instruction or a brief introduction from you). After teaching a new concept, review it periodically. To maximize student retention, use the following timeline for reviewing new concepts: Day of instruction % of information retained without review Review time recommended to retain ~100% of information By previewing each concept before instruction, teachers help students with dyslexia better organize, filter, and prioritize new information. By reviewing each concept you help students with dyslexia connect, store, and categorize new information. Both previewing and reviewing help with the executive function deficits associated with dyslexia. Day 1 Day 2 Day 7 ~100% up to 50% < 50% Initial instruction 10 minutes 5 minutes One of the most effective ways we learn any concept is through repetition. The more we hear and practice a concept, the easier it is to remember. Day % 2 4 minutes By using the recommended review time to reinforce new concepts, you can boost student retention from 2 3% to about 100%. SOURCE: Curve of Forgetting. University of Waterloo. University of Waterloo Counselling Services, Study Skills Program, 07 Mar Web. 14 Sept < counselling-services/curve-forgetting>.
5 Tip 4) Alert students when activities are about to change Give a warning of five minutes before an activity is going to change, then two minutes, and then one minute (e.g., 5 more minutes of reading time... now two until we move to centers one more minute).! It can be difficult for some students with dyslexia to switch their attention to new activities. Many students need some prep time to know that an activity is about to end and they will be doing something different soon. This warning can also help students be patient when they want to move on to a new activity. Because reading tasks can be tiring for students with dyslexia, letting them know that they only have to exert themselves for five more minutes can help them stay engaged. Some students, with or without dyslexia, can get so absorbed in an activity that when the class suddenly changes task it can leave them feeling upset or frustrated. By helping all students prepare for what is coming, you can avoid upsetting and frustrating students, thereby reducing conflict and creating a better classroom environment for everyone.
6 Tip 5) Avoid habituation* *Habituation is when repeated exposure to a stimulus leads to a decreased response. Keep instruction between 10 and 15 minutes and provide a variety of activities for practice. Due to the problems in inhibition (focus on relevant, suppress the irrelevant), switching attention, and working memory (sustaining effort for coordinating orthography and phonology over time), students with dyslexia and/or dysgraphia are likely to habituate (stop responding to instruction) sooner than children without these disorders. One way to avoid habituation is to vary activities frequently and avoid performing the same activity over and over for a long time. SOURCE: Berninger and Wolf. Teaching Students with Dyslexia and Dysgraphia. Paul H. Brookes Publishing Co., Inc P Habituation occurs sooner for students with dyslexia, but with enough exposure to a certain stimulus, all students habituate. By keeping instruction novel, you are better able to maintain the attention of all of your students.
7 Tip 6) Provide note-taking assistance Provide students a visual outline or assign them a friend to assist with note-taking. Writing tasks are typically very difficult for students with dyslexia. This, on top of their difficulties with prioritizing information, can make note-taking extremely difficult for these students. By providing an outline or assigning them a friend to compare notes with, you can help eliminate stress during lectures. Deciding what is important to note during instruction is difficult for many students. Having a partner with whom a student can discuss a lecture, decide what was important, or find out if any important points were missed.
8 Tip 7) Slow down instruction When teaching your students, take your time and be clear. Assess in small intervals to ensure students understand what you are modeling and teaching. Ask students questions and provide opportunities to have them tell you in their own words what you just told them. Students with dyslexia need additional time to process information; slowing down instruction helps aid this process. By continually assessing students on the material you are teaching, you can be sure that your pacing matches the time they need to process information. Taking time to ensure student understanding and matching pacing to the needs of your classroom are helpful for every student. Undoubtedly, you will have students at varying levels, but as you assess students in small intervals, you can use learning centers to allow students of varying levels to work at their own pace.
9 Tip 8) Assume nothing, connect everything Teach one concept at a time while you draw connections to prior knowledge and previous instruction with ALL new material. To adjust to the needs of students with dyslexia, it is helpful to teach one concept at a time while you draw connections to prior knowledge and previous instruction with ALL new material. This helps these students make new neural connections that will strengthen their brain. Some students naturally connect new information to what they already know, but many students need to be taught how to connect everything. Even some of your brightest students won t always draw connections between prior knowledge and new information.
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