1. A visual and auditory disability

2. WHAT IS DYSLEXIA?
The National Institute of Neurological Disorders
states that:
 Dyslexia is a brain based learning disability.
 It is common that people with dyslexia have difficultly
with:
 1) phonological processing, this is the auditory aspect.
 2) spelling, the visual and decoding
 3) rapid, visual-verbal responding
 In some cases, Dyslexia can be inherited. Recent
studies recognize a number of genes in an individual
that are more likely to develop dyslexia.
(NINDS, 2011)

3. “AFFECTS 80% OF THOSE LABELED
“LEARNING DISABLED” ”
(Neilsen, 2002)

4. WHAT ARE THE CHARACTERISTICS OF
DYSLEXIA?
Neilson (2002) states:
Students may exhibit one or more of the following:
 Inability to learn or remember words by sight
 Difficulty in decoding and spelling
 Lack of organization of material

5. CONTINUED CHARACTERISTICS OF DYSLEXIA:
 Difficulty in finding the right words for oral or written
communication
 No enjoyment of reading independently
 Difficulty writing from dictation
 Reversal of letters and words

6. CONTINUED CHARACTERISTICS OF DYSLEXIA:
 Difficulty in storing and retrieving names on printed
words
 Poor visual memory for language symbols
 Erratic eye movements while reading
 Auditory processing difficulties

7. CONTINUED CHARACTERISTICS OF DYSLEXIA:
 Difficulty in applying what has been read to social
or learning situations
 Illegible hand writing
 Confusing vowels or substituting on consonant
 Inadequate fine motor skills
(Neilsen, 2002, p.69-70)

8. HOW CAN AN EDUCATOR
HELP STUDENTS WITH
DYSLEXIA?

9. AS THE EDUCATOR
 Understand the student’s specific difficulties and
acknowledge their strengths
 Be flexible
 Credit effort too
 Make sure corrections are grade/age appropriate
(Hodge, 2000)

10. IN CLASS
 Make sure day to day activities are written down and not just
verbally said
 Make an outline of what is going to be taught in the lesson,
this is helpful for the child’s long term memory
 Handouts are very helpful
 Encourage organizational skills with folders and binders
 Break down tasks into smaller bits of information
 Seat child fairly close so help and encouragement is near
(Hodge, 2000)

11. COPYING OFF THE BOARD
 Use different colored markers or chalk when
different points are made
 Make sure writing is clear and well spaced
 Leave information on board for an extended period
of time, so child is able to take his/her time
(Hodge, 2000)

12. READING
 Introduce new words slowly
 Involve a structure that involves repetition of words
 Don’t give the child books above their level this will
discourage them
 Don’t ask them to read out loud in class unless you’ve
given them time to practice before hand
 Give the student audio books to listen to
(Hodge, 2000)

13. HANDWRITING
 Encourage children to study their own handwriting and
critique themselves
 Allow the child to use cursive, it is easier for them to
decode
 Make cursive chart easily accessible
 When practicing handwriting use words the child is
already familiar with
(Hodge, 2000)

14. MATH
 Allow children to verbalize their way through
problems
 Rehearse mathematical vocabulary consistently
 Encourage child to check answers against the
question
(Hodge, 2000)

15. HOMEWORK
 Make sure the child writes down the correct information that is
needed for homework
 Encourage child to get phone numbers of other students in
case they have questions
 Set a time limit on homework. They are more likely to spend
more effort and time completing homework then a child
without dyslexia
 Set homework that is a real benefit to the child
(Hodge, 2000)

16. REFERENCES
Hodge, P.L. (2000). A Dyslexic Child in the Classroom. Retrieved
July 11, 2013 from Davis Dyslexia Association International,
Dyslexia the Gift Web site:
http://www.dyslexia.com/library/classroom.htm
National Institute of Neurological Disorders and Stroke (2011,
September 30). NINDS Dyslexia Information Page. Retrieved
from http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm
Nieslen, L. B. (2002). Brief Reference of Student
Disabilities…With Strategies for the Classroom. Thousand
Oaks, CA: Corwin Press, Inc.
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