What Teachers Can Do

Assessments should establish what a student knows and can do, not whether if they can read questions or write answers. Lack of literacy need not inhibit learning. Technology today provides aids such as tape recorders, video cameras, computers, and talking books.
As a teacher, be aware of information in the article Notes for my teacher, “Everything I would like you to know, but I am too shy to tell you”, compiled by Sharon Olsen for Room 13, Rangeview Intermediate School, Auckland.

Remember, as well as reading, writing, and spelling difficulties, a dyslexic student may:

• read a passage correctly yet not get the sense of it.
• have difficulty with the order of words in a sentence, or sentences in a paragraph.
• have great difficulty with mathematical symbols, reading music, or anything which entails the interpretation of symbols.
• have difficulty with a foreign language.
• be inconsistent in performance.
• omit words, or write one twice.
• suffer from constant, nagging uncertainty.
• be unable to take good notes because they cannot listen and write at the same time.
• work slowly because of difficulties, so is always under pressure of time.
• tire quicker than normal as far greater concentration is required.
• have difficulty copying from a blackboard or whiteboard.

As a teacher you can help dyslexic students by:

• letting the student know you are interested in their difficulties, and talk with them and encourage them to ask for help.
• try to make positive comments on their work.
• find something they are good at, and praise whenever possible.
• sit them at the front of the class so you can help them unobtrusively.
• mark written work on content, not spelling.
• give new information more than once and check they understand it.
• give them time to organise their thoughts and complete their work.
• teach them study skills.
• make sure they know what their homework assignments are, and remember it will take them longer to complete.
• DO NOT ever ridicule them.
• brand them as lazy or careless.
• tell them just to try harder.
• compare them with the rest of the class – grade them on their own progress.
• make them read aloud in class – it will destroy their self-esteem.
• correct all spelling mistakes in written work – it is too discouraging.
• assume reading and writing are part of natural human development – most of us can learn these skills if taught in the way which suits us best.

If they cannot learn the way you teach, can you teach the way they learn?