Teaching strategies for mainstream teachers with LD students

Dyslexic students and other LD students may benefit from sitting near the teacher so that they can ask for and receive help easily. Of course, as they get older, they may, like most students, want to sit as far away from the teacher as possible. If this is the case it would be counter-productive to insist that they sit near to you.

Difficulty with sequential order

Students are likely to have persistent difficulty learning anything in sequential order, especially multiplication tables. It is useful to provide a table chart or square or allow a calculator to be used. Games which encourage an automatic response could be devised. Have a look at Steve Chinn's book - Chinn,S., 1996, "What to do when you can't learn the times tables", Baldock, Egon Publishers Ltd.

Overlearning

However carefully students are taught anything connected with written language it should not be assumed that they will remember and be able to use it. Constant overlearning is essential at every stage.

Inconsistent and erratic

Avoid thinking (or saying) that students are slow, lazy or stupid, or comparing their written work with that of other members of his class. Their work may be inconsistent and erratic.

Reading aloud

Students should not be asked to read aloud in class unless they particularly want to do so.

Judge ability on oral answers

Students' ability should be judged more on oral responses than on written answers.

Praise

Praise helps. Often they will lack self-confidence even though they may excel at many tasks that don't involve writing.

Write clearly

Write well and clearly on the board especially if the student is expected to copy. If your own handwriting is awkward, where possible, give the information on a word-processed sheet. Try to give homework before the rush at the end of the lesson so students have time to copy it down.

Time and direction

Be patient if they arrive late for the lesson, or are in the wrong place at the wrong time. Their sense of time and direction may not be good.

Dictionaries

Dictionaries are intended for finding the meaning of words that can already be spelt, or for checking a spelling that is already known, or partially known. Personal word-banks may be a better idea.

Spelling and reading

Dyslexic students' spelling will not improve at the same rate as their reading. Spelling is a different skill and much more difficult to acquire. Their work should be marked more for content than for presentation or accuracy. It is very disheartening to have every wrong spelling highlighted. If necessary, pick on one letter pattern to correct. (See below).

Word families

They should not be given long lists of mixed words to learn every week. Give a few words, or, preferably, a "family of words" e.g. light, night, sight etc. (But not words such as height or straight which are irregular and hence confusing.)

Oral spelling

Copying out corrections several times will be of little help. Instead, you should write the word out correctly for the student and then get them to look at it carefully noting any tricky parts. Then they should write several times over the original, naming the letters out loud as they do so. Next they should cover the word and write it from memory saying the names of the letters as they write. If it is correct they tick it otherwise they repeat the procedure.

Talking word-processors

The use of computers (especially talking word-processors) and tape recorders should be encouraged.

Repeat back

When possible, the student should be asked to repeat back what they have been asked to do.

Subject word lists

Useful subject words can be listed at the back of subject exercise books.

Extra time

Extra time should be allowed for assignments if possible. Try not to give a homework which is due in the day after. Allow two or more days (but not too many or they'll forget!)

Worksheet design

Worksheets should be very carefully designed. Keep them clear and uncluttered. Use diagrams where possible. Don't try to economise on paper - it is a false economy.

See also A Dyslexic Child in the Classroom for more tips from Patricia Hodge