100 Ideas for Supporting Pupils with Dyslexia (Continuums by Gavin Reid

By Gavin Reid

This beneficial, imaginative and sensible consultant presents these operating with dyslexic young ones 100 principles of the way to aid their studying improvement. Lists diversity from settling on the wishes of person students and their studying kinds to constructing scholars examining, writing, numeric and conversation abilities.

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Additional info for 100 Ideas for Supporting Pupils with Dyslexia (Continuums One Hundreds)

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Many dyslexic pupils have fabulous ideas but they can't get them down on paper because of their difficulties with writing. In this case it may be necessary to provide a scribe for the pupil, not just for exams but for writing projects. Scribing is a way of helping the pupil produce a text of his own. The scribe can be the teacher, tutor, parent or a classmate. The key is to write down what the pupil says, not what you think he should say, and read it back to him so that he can hear it, and then let him make any changes.

Simultaneous Oral Spelling, suggested by Lynette Bradley, is a strategy that encompasses all of these. Ask the pupil to: ^ 2 ~ _J LU Q^ J ^ 0£ Q ^ ^ LU 2 ^ J— —I ^ 3* 40 o o o o o look at the word written correctly, or made with tactile letters say the word write the word, sounding out each phonogram as it is written (it is best to use a cursive script). As the pupil writes he must look at each letter and hear its sound. He will receive kinaesthetic feedback through the movement of the arm and throat muscles check to see if the word is correct cover up the word and repeat the process.

Gestures are important as they demonstrate emotions and feelings and this can enhance and facilitate comprehension of the text. A good homework/class follow-up exercise is to compile a list of everyday emotions such as happy, afraid, angry, disappointed, worried. Get the pupils to watch a TV programme - suggest one of the children's 'soap' programmes. The pupils have to tick off the gesture from their list when they see it being used. They can also do the gesture to the class and the pupils who have watched the same programme have to try to work out which part of the TV programme the gesture describes.

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