Creating a dyslexia-friendly classroom

by Lynden Punnett Dip SpLD (Dyslexia)

“The bonus of creating a dyslexia-friendly classroom is that it will facilitate learning for EVERYONE in the school.”

The Helen Arkell Dyslexia Centre UK estimates that 10 per cent of children are noticeably dyslexic, with about four per cent being severely dyslexic. There will, therefore, be at least one child in each class with dyslexia OR dyslexic type learning differences. The Centre offers some proven strategies for meeting their needs in mainstream classrooms.{{more}}

Speaking and listening

The main difficulty that dyslexic children have is with listening to and processing the spoken word at speed. If teachers can slow down their speech and make sentence structures simpler, this will help all children’s understanding. Give plenty of time to practise listening. Teach children how to use visualization and make pictures in their heads. Pictures are more easily remembered than lots of auditory words. Take pauses to give children thinking time.

Setting appropriate tasks

Dyslexics can take longer to name well-known objects, even up to higher education level and beyond. Slower word retrieval means they cannot offer speedy contributions in class, even when they know the answer. The stress affects their working memory. They have a far slimmer chance of ever reaching automatic retrieval of knowledge, which makes it hard to multi-task. Avoid setting rote-learning exercises for anything: times tables, scientific formulae, French vocabulary.

The process of reading and memorizing will take a dyslexic child much longer, so allow extra time for such activities. Rather than having low expectations of children who have difficulties reading and writing, give them opportunities to demonstrate their knowledge and understanding in other ways, for example, through mind mapping, visual presentation or discussion.

Homework

Homework can be stressful for children with dyslexia because, whatever the subject, the homework often turns into English homework. Do not ask dyslexic children to copy down homework instructions. If you are not able to give all the class written instructions, ask someone else to do the copying for dyslexic children. If you give verbal instructions, check that they are being remembered. Set up a homework buddy system and give parents the buddy’s details, in case there is confusion over homework instructions.

Spelling and punctuation

It’s a good idea to mark separately for content and for spelling and punctuation. If there are a lot of misspellings, only mark high-frequency words and compile a personal checklist of the words the child most often gets wrong. Display high-frequency spellings on posters around the classroom, and when you introduce a new word, write it on the whiteboard. In secondary school, where time is not spent learning spellings by looking at the structure of words, it is particularly important for students to have a handy reminder of words they find difficult.

Reading

Don’t ask children to read aloud unless they want to. Reading silently may work better. To read aloud successfully they have to link the sound and the look of the word, which can be effortful. Paired reading has been around for a long time and is as useful as ever. The benefits of reading at home with parents are enormous. Little and often is the key to success.

Maths

Maths has its own language, and this can be the root of many problems. It has been estimated that approximately 90 per cent of dyslexic children have problems in at least some areas of maths. General mathematical terminology words need to be clearly understood before they can be used in calculations. Other related difficulties could be with visual/perceptual skills,directional confusion, sequencing, word skills and memory. Some aspects of maths require many steps and place a heavy load on short-term memory.

Use and encourage the use of estimation. The child should be taught to check the answer against the question when he has finished the calculation; i.e. is the answer ludicrous or sensible?

Mental arithmetic: – allow the child to jot down the key number and appropriate sign from the question.

Encourage verbalization to talk their way through each step of a problem.

Help the pupil to use the table square. Encourage the use of a calculator, particularly to check his calculations. Rehearse mathematical vocabulary constantly, using multi-sensory/kinesthetic methods.

Handwriting: Reasons for poor handwriting at any age can be poor motor control, tension, badly formed letters, speed etc. A cursive joined style is most helpful to children with dyslexic problems. Help them to become self-critical and show how to try and improve their letter formation. Discuss the advantages of good handwriting and the goals to be achieved with the class. If handwriting practice is needed, it is essential to use words that present no problem to the dyslexic child in terms of meaning or spelling. Improvement in handwriting skills can improve self-confidence, which in turn reflects favourably throughout a pupil’s work.

Classroom layout/resources

Children with dyslexia should sit within the peripheral vision of the teacher, so they can pick up on non-verbal communication.

Clearly mark resources with pictures as well as words, and display a pictorial timetable.

Have an alphabet strip on each desk and a number square on each table to cut down on memory work. Display the topic, keywords, date and day on the board. Display an analogue and digital clock side by side for reinforcement. The digital clock is easier to read, but does not help the child understand time.

It is essential to see him or her as a whole person, complete with individual strengths and weaknesses. An understanding of the pupil’s specific difficulties, and how they may affect the student’s classroom performance, can enable the teacher to adopt teaching methods and strategies to help the dyslexic child to be successfully integrated into the classroom environment.

Dyslexics have many strengths: oral skills, comprehension, good visual spatial awareness/artistic abilities. More and more dyslexic children could become talented and gifted members of our schools if we worked not only with their specific areas of difficulty, but also their specific areas of strengths from an early age.

These are the children of our future and they have a right to help and support before they develop the dreadful sense of failure, which is so insidious.

Class teachers dealing with dyslexic children need to be flexible in their approach; not all pupils will learn the same way. Above all, there must be an understanding, from all who teach them, that they may have many talents and skills. Their abilities must not be measured purely on the basis of their difficulties in acquiring literacy skills. Dyslexic children, like all children, thrive on challenges and success.

Teaching tips:

– Check that the pupil is secure with their knowledge of phonics/phonemes

– Re-visit any gaps

– Allow plenty of time for practising phonic skills

– Practise memory skills

– Use a multi-sensory approach

– When practising spellings, try the ‘Look, say, copy, cover, write and check’ method

– Remember that pupils with dyslexia may tire quickly and be careful not to overload them with homework

– For older pupils, allow alternative methods of recording their work

– Keep self-esteem healthy by building on areas of strength and praising effort

– A visual timetable, which uses symbols as well as words, can help a dyslexic child confidently negotiate the school day.