R.E

Potential Barriers for Dyslexic Pupils:

• Accessing text
• Recording in writing
• Inaccurate spelling
• Copying from board
• Following instructions, particularly multiple instructions
• Reading aloud in class
• Poor organisation / planning skills
• Completing tasks - an expectation of failure developing

 

Ideas and Strategies to Overcome Potential Barriers:

• Simplify text - larger font; use text boxes and/or colour to separate text; bullet points rather than sentences; labelled diagrams rather than extended text; reduced amount of information generally.
• Mindmapping presentation by teacher.
• Choose alternatives forms of recording if writing is not an objective of the task: cartoons; storyboards; posters; Powerpoint presentations; videos; dictaphones; dictation to a peer; cloze passages.
• Shared writing in groups - one student designated as scribe.
• Writing frames - but use as a scaffold and gradually lessen the support.  Sometimes involve more fluent writers in generating frames.
• Role-play, hot-seating, debates; teaching other students or groups or whole class.
• Provide a copy of information if it is needed for future reference - print out from laptop if on an interactive whiteboard or photocopy.  At the very least facilitate copying from a nearby souce, either another student's book or copy made by a TA.
• Give instructions in small chunks and provide visual support or prompts for memory.
• Never ask a student to read aloud unless you have checked with them first that they are happy to do so and they are able to do so.
• Differentiate the expected length of task - giving realistic targets.