Catering for Dyslexia in the inclusive literacy classroom

Reccommendation 1 - Structured Instruction

 

Dyslexic children have the foundations to learn to read but direct explicit instruction is needed to develop a deeper understanding to support their independent reading, writing, speaking and listening (Reading Rockets, 2015). It is important for the dyslexic child to have an understanding of language basics before they can progres to fluent reading, speaking and listening and the structured literacy approach applies this to their program. This approach creates space for repeptition of concepts where needed and can be versatile for different learners. 

 

 

=>  STRUCTURED LITERACY EMPHASISES THE STRUCTURE OF:

 

• Language, including the speech sound system (phonology),

• The writing system (orthography), the structure of sentences (syntax),

• The meaningful parts of words (morphology) and the relationships among words (semantics),

• The organization of spoken and written discourse

  (International Dyslexia Association, 2015).

 

 

=>  THE CONTENT OF STRUCTURED LITERACY:

 

• Phonology – Phonological & Phonemic awareness.

• Sound-System Association - blending of sounds and letters into words as well as the segmenting of whole words into the individual sounds.

• Syllable Instruction - a unit of oral or written language with one vowel sound.

• Morphology – Morphemes, base words, roots, prefixes, and suffixes.

• Syntax - sequence and function of words in a sentence.

• Semantics - Language concerned with meaning.

  (International Dyslexia Association, 2015).

 

The depth of comprehension will vary between students; the different levels of dyslexia will determine the intensity of the content needing to be acquired.

 

 

=>  HOW IT IS TAUGHT IN A STUCTURED APPROACH:

 

Simultaneously – Multi-sensory: Visual, Auditory, Kinesthetic, Tactile, all senses to the brain and taught in order to enhance memory and learning.

 

Systematic & Cumulative: chronological order of language, starting with the most basic and progressing forward. Concepts taught must be systematically reviewed to strengthen memory.

 

Explicit/Direct instruction: direct teaching of all concepts with continuous student-teacher interaction.

 

Diagnostic teaching: individual teaching includes careful and continuous assessment of the individuals needs. The content presented must be mastered to the degree of automaticity.

 

Synthetic and analytic instruction: Synthetic instruction presents the parts of the language and then teaches how the parts work together to form a whole. Analytic instruction presents the whole and teaches how this can be broken down into its component parts.

(LD Online, 2015).

 

 

=>  EXPLICIT STRATEGIES USED WITHIN THE CLASSROOM:

 

A dyslexic child who struggles with literacy may also suffer with anxiety and feel anxious in front of their peers. Teachers can help alleviate this by integrating the child into the safe classroom environment where he/she can feel comfortable and develop intrapersonal and interpersonal skills (Hodge-Dip, 2015).
 

 

EVERY DAY TIPS:

 

• Present tasks and information in smaller segments.

• Use colour coded folders to help keep the student’s work organised.

• Introduce a daily checklist and encourage routine.

• Ensure messages and daily activities are written.

• Use music in the classroom for enjoyment and learning.

• Use different scents in the classroom, lavender & Vanilla promote relaxation, citrus and peppermint for alertness and cinnamon to help students. focus.

 

 

READING TIPS:

 

• Repetitive reading programs that introduce new words slowly.

• Keep students reading at their skill level not beyond it.

• Do not ask the child to ready aloud, unless it is requested from the student.

• Reading should be fun, so make it an enjoyable experience.

 

 

WRITING TIPS:

 

• A cursive joined style is most helpful to children with dyslexic problems. Encourage the children to study their writing and be self-critical.

• Discuss the reasons why good handwriting is important.

• Have a reference chart readily available for the student to check the correct cursive script (upper & lower case).

• Improve handwriting by writing well known words for practice.

 

 

SPELLING TIPS:       

 

• Normal spelling techniques do not usually work for a dyslexic child.

• Structured spelling lists are more beneficial than random spelling words.

•  Proof reading should be encouraged, dyslexics seem to be unable to correct their spellings spontaneously as they write, but they can be trained to look out for errors that are particular to them.

• Remember, poor spelling is not an indication of low intelligence.

 

 

WRITING ON THE BOARD TIPS:

 

• Alternate colours or highlight to assist the student to follow rows more easily.

• Allow sufficient time for the student to copy that that is required.

• Ensure that the writing is well spaced.

 

 

TIPS FOR MARKING STUDENT WORK:

 

• Credit for effort as well as achievement

• Only pinpoint skill level spelling mistakes.

• Mark in a different colour than red, red disheartens the student when it is all over the page.

• Only get the student to rewrite their work if it is going to be displayed.

 (Hodge-Dip, 2015).