This presentation elucidates the importance of Successful Strategies for Combating Dyslexia among Second Language Learners in the inclusive setting.

3. IT IS AN EDUCATIONAL EQUITY AND QUALITY ISSUE FOR ALL
STUDENTS, BECAUSE WHEN DONE WELL, IT HAS THE
POTENTIAL TO BENEFIT STUDENTS WITH A FULL RANGE OF
CHARACTERISTICS.

5. Spoken language - listening & speaking
Written language - reading, writing, & spelling
Arithmetic - calculation & concepts
Reasoning - organization & integration of ideas
& thoughts.

6. – Difficulty with forming letters and words
using pen and paper & with difficulty producing legible
handwriting.
- Difficulty understanding and using maths
concepts and symbols.
- Language comprehension does not match
language production. May mix up words and sentences
while talking.
– With below-average
motor coordination, visual-spatial organization, and
social skills.
– May mix up letters within words and words
within sentences while reading. May also have difficulty
spelling words correctly while writing: letter reversals
are common. May also have difficulty navigating and

10. Phonics approach
Linguistic method
Multisensory approach
Neurological Impress Technique
Language experience approach
Reading comprehension support

11. Listening to good stories and books, appropriate to the
child’s age with reading aloud daily
Language games that encourage identification of
rhyming words and creation of rhymes
Instruction and practice in phonemic awareness,
alphabetic knowledge, alphabetic principles, decoding
strategies, vocabulary acquisition, fluency and
comprehension;
Additional reading instruction in a small group or
tutoring setting
Before/after school and summer school reading

12. Changing paper or screen colour
 Using a plastic coloured overlay
Taking notes when reading
Using a mind-map
Recording and replaying information
Using a reading ruler
Enlarging text, creating white space and adding
headings
Using the SQ3R approach to reading

13. Handouts and Materials (including
publicity)
Visual Aids
Assistive Technology

14. HANDOUTS AND MATERIALS
 Copied on coloured paper
 In lowercase - capitals are difficult to read.
 In 'plain English'
 Use of plain, clear fonts
 Use of graphs, pictures or charts to break up reading
material
 Use of white space for handouts, worksheets or
publicity materials
 Use of colour coding as well as referencing
 Tutors' notes to learners offered in printing style not
'real writing'
 Information available in reading, audio, visual

15. Hand held magnifiers for reading/writing
Highlighter pens for reading small areas of text
Card/ruler to keep to the line while reading
Intuitive (coloured) overlays
Coloured rulers
Coloured screens used on computers
Computer default settings to plain type
Set computer icons to larger size
Use of computer magnifying tool

16.  Computers
 Spellcheckers and Autocorrect in computers
 Screen reading software
 Voice recognition software
 Word prediction software
 Calculators
 Spellmasters
 Dictaphones
 Audio tapes/CDs
 Special keyboards/mouse for fine-motor skills
 Change settings of computer mouse for left-handed
users.

17. The students can:
 sit up front and close to the instructor so as to get help
whenever needed.
 avoid sitting near a window.
 keep an assignment book or appointment book so as not
to forget important due dates, events, or meetings.
 ask teacher for an outline of each day's lesson plan.
 use an expanding file folder, instead of loose individual
folders, to keep handouts/papers/ homework organized.
 use erasable pens for writing assignments.

18.  Whether the student is learning in a general education
classroom or pulled out into an inclusive setting, it
should be made sure that activities are focused on
assessing individual students to monitor their progress
through the curriculum.
 Concerns for the individual must take precedence over
concerns for the group, and over concerns about the
organization and management of the general education
classroom.
 Success for the student with learning disabilities,
especially in terms of dyslexia, requires a focus on
individual achievement, individual progress, and
individual learning requiring specific, directed,
individualized, intensive remedial instruction of

19. Banerji, M., & Dailey, R. (1995). A Study of the Effective of an Inclusion
Model on Students with Specific Learning Disabilities. Journal of Learning
Disabilities, 28(8), 511-522.
Clark, C., Dyson, A., & Millward, A. (Eds.). (1995). Towards Inclusive
Schools? London: David Fulton Publishers.
Giangreco, M.F., baumgart, D. & doyle, M.B. (1995). How inclusion can
facilitate teaching and learning. Intervention in School and Clinic, 30, 273–
278.
UNESCO. (1994). The Salamanca Statement and Framework on Special
Needs Education. Paris, UNESCO.
Vaughn, S., & Klingner, J. (1998). Students' Perceptions of Inclusion and
Resource Room Settings. The Journal of Special Education, 32(2), 79-88.
www.campbellcollaboration.org
www.dictionary.com
www.education.nic.in
www.google.com
www.wikipedia.com