Tips & Info for Helping Dyslexic Students

Johnny & Janie can't read or can they?

Dyslexia is present when reading and /or word spelling does not develop or does so very incompletely or with great difficulty.  This chronic condition is characterized by slow or delayed reading and spelling that is severe and persistent and resists the usual teaching methods and remedial efforts.  This may be unexpected in relation to age & other cognitive abilities.  There may be difficulty with different language forms in varying degrees & usually a very obvious problem making headway in spelling and writing. 

Since the child is having trouble understanding what they are trying to read, they focus harder which actually leads to a shut-down in their brain.  This shut down is "Dyslexia."  Children are frustrated because no matter how hard they work, they can't make sense of what they are reading.  This frustration leads to actions that  many would label as ADD or ADHD.  While that is one possibility, it may not always be the true diagnosis.  Many children begin to think they are dumb or even begin to act dumb.  The reality is that they are highly intelligent and are not being taught to their learning style.  Keep in mind that Dyslexia has many forms, it is not just the reversal of letters and words. 

LEARNING STYLES:

• Visual
• Auditory
• Kinesthetic/Tactile
• (Smell)
• (Taste)

As you can see, there are multiple ways a brain learns.  However, many instructors still teach using one learning style, the style in which they learn the best.  

Dyslexics have advanced thinking styles; they see in pictures.  This begins at birth.  They are able to see 2-D & 3-D, they are global by nature (can see the big picture), are random (choose what they want), abstract (can be seen, but not really be there), and are highly imaginative (takes them a shorter amount of time).

The traditional approach to teaching will only reach 80% of learners:

• Labeling-shapes, colors, letters
• Letters with Sounds
• Blend/isolate/rhyme
• Build words, sentences, paragraphs
• Read, spell, write

Dyslexic Learners need the Pictorial Approach:

• Discuss to build visual connections
• Big Picture (Global)
• 3-D exploration (use clay/building blocks...)
• Patterns by identifying parts
• Questions the "pictures"

The Big Picture is:  Do it First--See it, Say it, Text Book Last

These kids need hands-on, do-it/say-it experiences.  Help them see the picture pattern first, then sound/symbol (text book) last.  They can't see periods, capitals... because they are symbols not pictures (this does not imply they do have the ability to visually see the marks, it means they have no picture in their mind to visualize as the symbol).  Using clay, building blocks... have the child form letters or objects.  "What words would you use to describe this?"  Then write about it.

Classroom Implications:

1. Shift from "parts" to "whole"
2. Dimesional/Concrete
3. Discovery Activities
4. Build "self-generated" pictures
5. Build Connections
6. Solicit Auditory Responses Prior to Reading
7. DON'T  Confuse Performance with Capability
8. Focus on What's Important

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Please remind these kiddos how smart they are and what a wonderful "gift" their dyslexia truly is. I know I remind my daughter every day!

Steve & Jackie

*This is only a short overview and in no way implies how to diagnose or cure dyslexia.  The information presented is for your reading pleasure only.