Unfortunately,
today
many
professionals still see Dyslexia as a
“disorder,” with great focus on an
individual’s¬ inability to remember
letter symbols for sounds, rapidly
memorize facts, organize written and
spoken language, complete math
computations, comprehend longer
reading assignments, and in some
cases, learn a foreign language on
“grade levels” in alliance with their
age.
How do you teach children
with Dyslexia?
• Extra time to complete tasks is
critical.
• BELIEVE they can and are learning.
• Alternative assessments.
• Reduce the affective filter in the
classroom (make it inviting).
• NO scantron or “bubbling” in tests.
Brock L. Eide, M.D., M.A., and Fernette
F. Eide, M.D., experts in neuroscience
propose that Dyslexics are good at
what they do, not in spite of their
Dyslexic processing differences, but
because of them. I agree with this
sentiment wholeheartedly.
• Use a great deal of multi-sensory
instruction
(visuals/auditory,
kinesthetic-tactile, engagement) to
enhance memory and learning.
Just what are dyslexics good at and
in what areas do they tend to excel?
Almost all excel in their areas of
interest when supported by their
schools. They pursue and train in
areas that appeal to them. These areas
include; entrepreneurs, engineers,
pilots, designers, artists, electricians,
carpenters and captains of industry
among others.
• Understand that one size does not
fit all students.
• Provide one-on-one instruction or
smaller class settings of no more
than 8 -10 students.
• Use systematic, structured language
approaches.
• Larger fonts for reading and math
assignments and plenty of white
space.
• Use Word banks and patterned
vocabulary lists.
• Color code parts of speech in
instruction and example. Encourage
and model, model, model how and
why we use highlighters.
• Accommodate and modify lessons
(positively).
• Audio
books
beneficial.
are
extremely
• When directives are given, list the
information on the whiteboard.
(Speak and show.) “Turn to page
53.”
• Use Assistive technology.
• Include music, art, dance, sign
language and drama to bring
lessons to life.
Just as we are unable to see all phases
of a plant’s germination with the naked
eye, so too is the process of a Dyslexic
learner. The flowering is in process
and the roots are strong. Children with
Dyslexia will excel in their own time.
Lisa-Fátimah is a multilingual, multisensory,
Orton-Gillingham trained career educator
empowering scholars with special mono/
bilingual learning needs. Lisa’s 20 years in
education, law, publishing and radio began
at Psychology Today Magazine. Her Global
Drumbeat & WELAW radio shows bring
language development programming to
an international audience.
Source: The Dyslexic Advantage by Brock L.
Eide, M.d., M.A. and Fernette F. Eide, M.D.