Children
with reading and writing difficulties / dyslexia - suggestions for the primary
classroom
· Whenever possible, seat the child close to the teacher or use a classroom assistant to monitor, encourage the child to ask for help when required, and to check that concentration is maintained.
· However carefully you teach anything connected with written language e.g. spelling rules, do not assume that they will remember it and be able to use it.
Constant reminders, memory prompts, repetition and over-learning may be needed.
· Do not make comparisons about his/her work with that of other class members - work is likely to be inconsistent and erratic.
· Do not ask the child to read aloud in front of the class unless they particularly wish to.
· Judge ability on oral responses rather than on written responses.
· Dictionary work may be difficult for these children. Teach dictionary skills regularly and, if necessary use an ACE dictionary ( although these need careful instruction for use)
· Spelling - give short spelling lists each week ( no more than 10, preferably 5 according to age) and group the words in families - do not include irregular spellings as this will be confusing
Copying out corrections will be of little use to the child - the teacher should write the
word out correctly and encourage the child to look at it carefully, noting tricky parts.
The child should then write over the teacher's original, naming each letter as he/she
writes. He should then cover the word and say the letters out loud, then try to write
it from memory. Then check if it is correct - if not, repeat the procedure ( a
variation on Look/cover/write/check)
· Instructions - Whenever possible, the child should be encouraged to repeat back instructions - this includes messages. The child's own voice is a useful memory prompt. It may be helpful to have a card of daily routine instructions to help with self-organisation with picture clues.
· Worksheets - design and presentation needs to be carefully considered -
bold headings, clear print, less writing on each sheet, more diagrams/picture
clues.
· Use praise and encouragement whenever possible and reward effort.
(taken from BDA publication - Dyslexia in the Primary school)