Modern Languages

Potential Barriers for Dyslexic Pupils:

Learning spellings - identifying sounds; learning sound-symbol links; identifying words (separation of individual words in the sound stream of speech)
Reading - particularly reading aloud
Writing at any length - writing slow and difficult to read
Interative whiteboard - glare hard to read
Copying from the board
Poor working memory - problems remembering instructions; dealing with multisyllabic words
Problems with sequencing - using a dictionary; ordering days of the week, months of the year

Multisensory teaching - use visual input, auditory input and lots of activities.
Support to learn spellings eg. clear teaching of the phonic system of the new language - exaggerate sounds in words and word separation - look say (visualise) cover write check - use of colour for 'tricky bits' - lots of visual support eg. practice cards; picture clues for association; charts; text to accompany sounds or words; aide memoires;mnemonics - testing each other in pairs - focusing on difficult spellings immediately.
Games.
More frequent repetition and practice than peers.
Coloured paper.
Stucture writing tasks; use alternative forms of recording eg. tapes, word processing, storyboards, mindmaps.
Make own worksheets, avoid textbooks.
Use of interactive whiteboard - break up words and move letters for spelling, adjust background (purple background yellow text is popular).
Provide a copy of information if it is needed for future reference - print out from laptop if on an interactive whiteboard.
Slower speed of presentation.
Extra time to answer questions, provide words.
Video sequences.