8 Ways to Make Your Classroom Dyslexic Friendly

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8 Ways to Make Your Classroom Dyslexic Friendly while benefitting every student

8 Ways to Make Your Classroom Dyslexic Friendly while benefitting every student

1. One step direction at a time • This helps lower PROCESSING TIME and

1. One step direction at a time • This helps lower PROCESSING TIME and caters to MEMORY DEFICITS. 2

2. Provide visual presentation of all oral instruction whenever possible • Information delivered ORALLY

2. Provide visual presentation of all oral instruction whenever possible • Information delivered ORALLY is more easily remembered when VISUAL STIMULI is attached to it. 3

3. Preview and review • PREVIEWING the day helps students better ORGANIZE, FILTER, and

3. Preview and review • PREVIEWING the day helps students better ORGANIZE, FILTER, and PRIORITIZE information. REVIEWING helps students CONNECT, STORE, and CATEGORIZE information. Both helping Executive Function Deficits. 4

4. Pre-warn students when activities are about to change • To avoid FRUSTRATING students,

4. Pre-warn students when activities are about to change • To avoid FRUSTRATING students, give them a time warning when activities are about to change like 5 minutes, then 2 minutes before you change activities. (e. g. , 5 more minutes of reading time, etc. ) 5

5. Avoid habituation* and provide a variety of activities for practice • By limiting

5. Avoid habituation* and provide a variety of activities for practice • By limiting instruction and activities to 1015 minute intervals, students stay engaged in instruction. 6

6. Provide a visual outline for notes or assign a friend to be a

6. Provide a visual outline for notes or assign a friend to be a note-taker • To assure that dyslexia students DON’T MISS IMPORTANT DETAILS during class because of their processing issues, they need to have a note-taker to be able to come back to and COMPARE NOTES. 7

7. Slow down instruction • To assure that students have time to PROCESS your

7. Slow down instruction • To assure that students have time to PROCESS your instruction, make sure your instruction is CLEAR and EXPLICIT – this might require you to slow instruction down. ASSESS students in small intervals to ASSURE UNDERSTANDING. ASK QUESTIONS and provide opportunities for students to PROOF PROFICIENCY. 8

8. Assume nothing … connect everything • NEVER ASSUME students understand a concept –

8. Assume nothing … connect everything • NEVER ASSUME students understand a concept – that’s how they fall through the cracks. BE EXPLICIT in all instruction, not just phonics. TEACH ONE CONCEPT AT A TIME and DRAW CONNECTIONS to prior knowledge and previous instruction with all new material presented. 9

• https: //www. dyslexic. com/blog/8 -ways-to-makeyour-classroom-dyslexia-friendly/ • http: //www. readinghorizons. com/blog/post/2010/ 05/13/rewiring-the-dyslexic-brain-to-improvereading •

• https: //www. dyslexic. com/blog/8 -ways-to-makeyour-classroom-dyslexia-friendly/ • http: //www. readinghorizons. com/blog/post/2010/ 05/13/rewiring-the-dyslexic-brain-to-improvereading • http: //www. readinghorizons. com/blog/post/2012/ 07/09/tips-for-teaching-students-with-behaviorissues 10

• http: //www. readinghorizons. com/blog/post/2012/ 06/07/increase-student-attention-anticipationinterest-during-a-lesson • http: //www. readinghorizons. com/blog/post/2011/ 12/20/the-power-of-explicit-instruction •

• http: //www. readinghorizons. com/blog/post/2012/ 06/07/increase-student-attention-anticipationinterest-during-a-lesson • http: //www. readinghorizons. com/blog/post/2011/ 12/20/the-power-of-explicit-instruction • http: //www. readinghorizons. com/blog/post/2013/ 04/12/8 -dyslexia-accommodations-for-students 11