Accommodating students with dyslexia
For some, this extends to a full visual image of the entire dictionary. All these ways of learning use the auditory, visual and kinesthetic senses. Do not punish them for behaviors and learning styles that are normal for the right-brained student when learning.
Getting ideas down on paper is much more important than fretting over spelling, grammar and punctuation. Do not repeat your answers unless the student asks you to do so.
They are actually working hard to understand what you are saying. These are all very abstract concepts that do not make sense to the right brain which sees in whole concrete images.
Parents are often helpful in this. They either find noise from their fellow classmates or a very quiet room is very distracting.
Then answer only what the student asks. The dyslexic student learns best doing projects that involve seeing, listening, discussing and using their hands.
It is an exhausting, frustrating waste of time. If they do not achieve what they are capable of accomplishing intellectually they soon become depressed and give up. It offers many advantages to the dyslexic student whereas hand printing or writing creates more problems. Dyslexic students think in concrete wholes, that is, they work backwards from a conclusion or fact to fill in all the parts.
The problem maybe in the teaching methods you are using. An incomplete lesson is entirely lost on them. These should be done on any large piece of colored paper to which they can add real objects, pictures, drawing, sketches, photos, words of explanation and an oral report.
If you talk too much and do not use any concrete pictures, examples of diagrams, you will destroy their ability to concentrate and make sense out of what you are saying. There are many other methods that work. Unless they have had a full training of building words using prefixes, stems, roots and suffixes, finding words in a dictionary is a great waste of time and stress. Let them tell you what works best for them, perhaps it is to discuss the information orally or demonstrate it, rather than read about it. This is sequencing at its most difficult and may be nearly impossible for many of these students.
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