By Lindsay Peer
This paintings offers the category instructor with a simple advent to dyslexia. The authors spotlight tools of id of dyslexia in the lecture room context and supply examples of ways dyslexia should be handled through the category instructor.
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Extra resources for Introduction to Dyslexia
For example, visual/spatial aspects in history can involve imaginary interviews with people from the past and visual flow charts, timelines and diagrams. A good example of this can be seen in the Heinemann history series ‘Explore’, by Richard Dargie. Each book in the series and the accompanying CD-ROM utilises timelines to help readers develop understanding of time and historical sequence, the use of sources which involve problem-solving skills and, generally, an emphasis on enquiry and investigation rather than passive information.
Yet others may prefer to make up tunes and learn using rhythm. None is better than the other; what matters is that the learners are encouraged to find their best way of learning and to adapt their revision programme in that way. Time is a really big issue for dyslexic students. They may feel totally overwhelmed at the number of subjects and the amount of information they have to absorb. A revision timetable for home and school is therefore critical. Short breaks should be encouraged in the revision schedule – perhaps 40 minutes of study and ten minutes’ break.
For example, they may be competent in Art but have difficulty with English, although some dyslexic students can show some abilities in English Literature, although their reading may still be at a slower pace. Other discrepancies can include that between oral and written performance and quite often there is a discrepancy between ability and actual performance. It is important, therefore, for the class teacher to have some knowledge of the characteristics of dyslexia and specific examples of the difficulties displayed by dyslexic children.