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Instructions
Students with dyslexia can become overloaded when receiving instructions, finding long or complicated lists difficult to process and recall. The following adjustments can make instructions easier for them to understand and retain: Set clear lesson objectives. Write them on the board and refer to them frequently during the lesson, and especially at the end. Students need to have a purpose for their learning and will respond better when they know why they are doing something Break instructions into small, logical chunks and say things in the order they should be done, i.e. Fold the paper then put it in the box, not Put the paper in the box after you have folded it Slow down talking pace and reduce the amount of words used. Repeat, slowly and clearly, if necessary Smile before you give instructions or repeat them Classroom studies show some teachers talk for 90% of the time talk less! Use simple worksheets, with large print and clear spacing Avoid passive phrases, sarcasm or double meanings, i.e. You need to lift your game Differentiate to provide opportunities for success, and differentiate by outcome as well as task. By outcome means setting different activities based on levels of achievement. By task means setting the same activity for all students but letting them choose how to demonstrate their learning Praise dyslexic students when they ask questions Simplify sentences, dont use 30 words when ten will do Check in with students soon after they commence work to ensure theyve got it right if they havent, this will ensure you put them on the right track sooner

Time
The additional time it takes for a dyslexic student to access basic skills like reading and writing can leave insufficient time to demonstrate ability in other areas (e.g. story telling, problem solving, comprehension). This is because the dyslexic brain is wired differently, meaning there is a neurobiological reason why extra time is an important accommodation. The following adjustments can therefore help dyslexic students to succeed: Provide an overview of the topic at the start and define what needs to be achieved by when Allow extra thinking time and more time to finish tasks Find ways to provide increased processing time for students, e.g. deliberately pausing after you ask a question Allow more time for dyslexic students in tests Visual timetables can be beneficial for dyslexic thinkers Use digital clocks as well as analogue During tests, a short break in the middle, or breaking the test into two parts to be sat on different days, can be highly beneficial Remember that a dyslexic child often has to work exceptionally hard to try and catch up or stay with the rest of the class. Give them some down time to recharge or structure activities so they are not required to work at their maximum capacity all the time. Structure the day with easy tasks interspersed with more difficult ones

Notetaking
Dyslexic students can find blackboard and whiteboards difficult to read from, and can easily become exhausted or fall behind if asked to copy a lot of text as part of a lesson. The following adjustments can ease or remove difficulties around notetaking: Minimise board copying and dictation If board work is needed, use black or dark markers. Avoid red or green as many students find these difficult to read Provide photocopied handouts/transcripts, but avoid A5 size as the text can be hard to read slowing down information processing and comprehension Use handouts with gaps for students to fill in key ideas and draw their explanations and utilise Thin Notes handouts containing text down the centre of the page with large margins: plenty of room for picture thinkers to draw diagrams and for word thinkers to note or summarise main points Where possible, include pictures in handouts Avoid black text on white background buff or coloured paper is easier to read Use at least 14pt font Arial, Sasson or Comic Sans, 1.5 line spacing for handouts Encourage the use of colour to help organise notes

Creative and multi-sensory approaches

Dyslexic students are often picture thinkers, so may find information more interesting and easier to understand when it is supported by visual and creative material: Multi-sensory approaches work best including visuals and colours
Compiled by Sarah Richardson Muritai School

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Creative and multi-sensory approaches cont..
Use video, internet, mind-maps and graphics Do quick drawings to illustrate concepts Use pictures, diagrams and charts and use coloured highlighters for emphasis Show dont tell, for example by using role-plays Use wall displays and images to reinforce learning e.g. months of year, mathematical signs, geographic locations Have keywords around the classroom that relate to the topics being taught this makes it easier for students to access common words and maintain their train of thought Use real objects as props Technology can be a dyslexic students best friend, enabling them to use visual strategies or overcome handwriting or spelling difficulties. A laptop to word process work and reinforce numeracy skills, a Dictaphone to record work, and phonetic spell checkers can enable learning

Classwork and the classroom environment

There are a number of adjustments that will improve the learning environment, such as: Relocate dyslexic students to well lit areas near visual aids, but not directly under fluoro lights as these cause visual disturbance spots for punctuation, Mnemonics, and encouraging use of the finger for spacing Ensure noise is not a distraction A well organised, structured learning environment will also, among other benefits, help reduce distractions Accept work in different formats, for example mind-maps, videos, photos, diagrams, powerpoint. Use oral assessments and phonetic spelling As a rule, dont give them more of what they cant do Allow students to choose which piece of writing they want assessed Link learning tasks to previous knowledge. This is about creating building blocks which show how new things relate to previous lessons. Dyslexic processors often require additional exposure to new learning to make these links and retain understanding so that they can retrieve information and apply to other settings and tasks Reinforce and check understanding. This also relates to building blocks and showing the relationship between learning. Students need to be clear that it is ok to ask if they havent understood something it is likely others will be in the same position Establish the purpose and build a vision of the big picture for the lesson Summarise key points at the end of the lesson. Revisit previous learning at the start of the lesson Teach a range of planning techniques to support students personalising their learning style Use post-it notes to turn non sequential thinking into kinaesthetic flow charts/mind maps. Use WALT and WILF techniques to support target setting. WALT (What are we learning today) allows teachers to make explicit the learning of the lesson while WILF (What am I looking for) tells students what to focus on Try many ideas: not all will work. Clever tools include highlighted lines to aid navigation, blue tack Use PMI planning tables and word wheels. PMI tables take the common format of plus/minus or for/against tables and add a third column marked interesting. This opens up the thinking and allows for more flexibility. Word wheels are a simple planning technique for organising ideas, with the main idea going in the middle and other ideas go on the spokes as they come up in conversation, planning or brainstorming Allow greater access to internet Encourage students to read their writing backwards to spot spelling errors Use peer tutoring, scribed work and paired reading to help dyslexic students keep up Group children based on learning ability, not based on reading/spelling ability Catch them doing it right - praise and encourage strengths, being specific about what a student has done right Display students work (sensitively) and update regularly Nurture a comfort zone through preferential learning which enables a dyslexic student to build up to handling discomfort, like traditional assessments, with adjustments, time accommodations and a reader/writer for exams (ideally a reader/writer the student has met before and feels comfortable with)

Reading, writing and spelling

Difficulties and frustrations around reading, writing and spelling are often the biggest challenge for dyslexic pupils, and can unnecessarily affect their work in other areas where they should be excelling. The following suggestions can relieve the intense pressure around reading and writing skills, freeing dyslexic learners up to show what they can achieve: Relax interesting words spelt wrongly are of more value than boring words spelt right
Compiled by Sarah Richardson Muritai School

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Reading, writing and spelling cont..
Dont overly focus on handwriting neat handwriting can be difficult for dyslexic students and an obsession with neatness can detract from strengths in equally or more important areas. The priority is effective communication in whatever medium is being used When marking, adopt the less is more approach and feed-forward tell them how to do it next time rather than what theyve done wrong Dont equate assessment with writing there are alternative ways for a student to show what they know When it comes to gathering evidence, remember that there are alternative ways to get it down on paper Promote reading for a range of purposes and let the student choose their own reading material when the activity is about reading for pleasure Provide alternative strategies and media. Access audio book resources Use Paired Reading to help students experiencing difficulties to keep up with the class

Marking
Mark target spellings only avoid death by deep marking! Apply an 80% accuracy standard, allowing students to pass where they have made a good attempt Focus on big picture success, rather than word or spelling accuracy i.e. encourage thinking, not just reading accuracy in the right context butifull is much better than nice Identify two successes the wow factors: We need more of this please! Give a maximum of two tips in positive, affirmative, doable language in order to: define those functions which are almost within reach Finally, ask the student to tell me something you did well/would change next time to make it even better

Self-esteem
Even more debilitating than having difficulty with basic skills can be an accompanying feeling of failure or low-self worth. The following can help: Remember dyslexias greatest difficulty is self-esteem be aware of potential issues around emotional and behavioural needs as well as self-esteem Emphasise strengths of students work, with specific praise Develop pupils knowledge of their own language abilities and needs, and of what to do when things go wrong Support target setting and celebrate success Encourage students to take a role of responsibility that showcases a strength that they have. If the expectation is for the child to read or give feedback to the whole class, give them warning a few days prior so they have a chance for adequate practice. Dont put them on the spot. If they are resistant do not insist Try to provide feedback, not failure criticism kills Empathy is the key. When a student feels understood and supported they can be encouraged to take learning risks. From comfort to discomfort. From non-traditional / alternative educational outputs to the ability to sit traditional exams!

Homework
Dyslexic pupils often find homework intimidating forgetting or not comprehending what is expected of them. Make the following adjustments around homework to improve outcomes for dyslexic students: Issue clear instructions for homework and give a realistic time allocation Set homework that reinforces basic skills and provide supporting material ideally, give homework as a handout Include the family in the communication loop. If the student and their parents are comfortable, discuss openly with the student that you are aware they are dyslexic or think differently and ask how best you can support them Set homework at start of lesson and remind again at the end Provide an extra text book one for home and one for school
Source: 4D is for Dyslexia: A Guide for New Zealand Schools Version 2 Compiled by Sarah Richardson Muritai School