The skills required for correct and fluent reading and spelling are mostly affected by dyslexia, a learning disability. Learning challenges are brought on by variations in how the brain processes information rather than a person’s IQ. They differ considerably from one person to the next. Dyslexic students sometimes struggle with phonological processing, working memory, and processing speed. Dyslexia primarily affects the development of literacy and language-related skills.
The Cambridge English Examination body asserts that because each learner with dyslexia faces a unique set of difficulties, the emphasis of instruction should be on creating an inclusive and encouraging learning environment.
The main abilities that dyslexia, a learning impairment, affects are the abilities needed for accurate and fluent reading and spelling. Learning difficulties are caused by differences in the way the brain processes information, not by a person’s IQ. Each person has their own unique set of them. Students who are dyslexic occasionally experience problems with working memory, cognitive speed, and phonological processing. The development of reading and language-related skills is predominantly impacted by dyslexia.
Here are ways to develop an inclusive learning environment for Dyslexia Students and handle Dyslexia as a teacher
- Because every student with dyslexia experiences a different set of challenges, according to the Cambridge English Examination Board, the emphasis of instruction should be on building a welcoming and supportive learning environment.
- Offer learners choices in how they engage with tasks to make learning more meaningful and inclusive. For example, learners might ‘draw’ rather than write notes during a listening task or while preparing for a speaking task.
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- Have L-shaped cards available for learners to frame sections of textbook pages and help focus their attention. Encourage learners to use a plain piece of paper to cover reading texts and reveal one line at a time as they read. These are useful techniques for all learners when you are teaching reading skills.
- To avoid overwhelming learners, introduce new language in manageable, little portions. Pay close attention to the language requirements in the teacher’s manual and the exam wordlists.
- Spend some time outlining exam techniques, such as the best ways to tackle various exam tasks, and divide them down into manageable segments.
- Give students numerous opportunities to review language, particularly vocabulary from the exam wordlists. Use a variety of methods, such as sketching, music or rhythm, movement, gesture, and visualization approaches, to aid students in memorizing new phrases.
Ask your students what kind of feedback suits them the most. Try making a little video or audio tape with your comments in it. Keep in mind that hearing the teacher’s voice can feel more individualized and encouraging than receiving written evaluation in red pen.
Keep in mind that assessment shouldn’t be done only once; it should be continual. If you return something to a learner to be corrected, be careful to check the subsequent draft and then provide feedback on it as well. Remember to give constructive criticism to boost learners’ confidence because the difficulties dyslexic students face frequently result in low self-esteem. Here is
