| - Teaching a dyslexic child can be fun, hard work | | | | UK). |
| and invigorating. | | | | Reading |
| - It is important to be thorough, to assume | | | | Teaching dyslexic children to read can be tricky |
| nothing and to avoid patronising language. | | | | since the child may be reading at a level 2 or 3 |
| - Lessons need to be stimulating or the child will | | | | years below his or her chronological age. Stories |
| get bored. Spelling and reading can be livened up | | | | need to be of an interest level appropriate to |
| with the use of the computer. | | | | their age. 'Baby books' for a seven to eleven year |
| - Dyslexic children are often kinaesthetic learners | | | | old will not be appreciated! |
| and they enjoy practical activities. Fun aids | | | | Phonic readers are best for lessons. Books that |
| learning. | | | | progress steadily, building on words from previous |
| - These children can get frustrated easily and can | | | | books, introducing a few new words at a time |
| switch off if the work is too hard. This may be a | | | | and consolidating these through repetition in as |
| coping mechanism for dealing with whole class | | | | natural a way as possible are the most effective. |
| sessions when they may have experienced failure | | | | And finally some tips for teaching dyslexic children |
| and frustration. | | | | - Often these children are very bright. Avoiding |
| - A lesson needs to keep moving and have | | | | talking down to them or patronising them. |
| several aspects to it. Keep things fresh but make | | | | - Find books at their interest level as well as their |
| sure a concept is learnt by returning to it in | | | | reading level. |
| different ways at different times in the lessons - | | | | - Return to the work covered in the following |
| and in the following lesson. | | | | week(s) to make sure the concepts have been |
| Spelling | | | | remembered. |
| Spelling needs to be taught in a cumulative way ie. | | | | - Variety is the spice of a good lesson. This keeps |
| one lesson following on from the next, one | | | | things fresh and avoids boredom. |
| phoneme following another. Use a programme | | | | - If something is not working, move on. Think |
| such as Alpha to Omega to ensure a thorough | | | | about a different approach away from the lesson |
| approach. | | | | and return with a new idea for tackling it. |
| Assume nothing - an eleven year old may engage | | | | - Use the computer for part of the lesson - |
| you in conversation about the latest Harry Potter | | | | programmes like Wordshark are enjoyed |
| film but may not know the alphabet all the way | | | | enormously by 7 to 11 year olds. |
| through. Check the basics before you start. | | | | - Finish off with a game such as Rush Hour or |
| Computer games are a great help for making | | | | Hoppers to develop strategic thinking and to finish |
| spelling more fun. Consider spelling programs such | | | | a lesson on a positive note. |
| as WordShark (available from White Space in the | | | | |