Instructional methods which work with the majority of students may be insufficient for the dyslexic student.
The teacher should understand: the normal acquisition of literacy for the skilled reader; the particular difficulties for the dyslexic learner; the principles of multisensory teaching; and the structure of English words.
The importance of selecting a clear and coherent program was addressed, and the difficulties inherent in choosing or producing suitably structured teaching materials. Some of the common problems of a dyslexic learner were listed, with some practical suggestions for teaching. The difference between reading and spelling was considered, and all these factors are incorporated into a lesson plan.
The aspect of timing was addressed, as mistiming is a common difficulty in processing for most dyslexics. Teaching should encourage close text and word analysis. This can be achieved by training the student in prereading strategies, and proofreading as a postwriting strategy. Finally, the effectiveness of structured multisensory teaching was considered.
KeywordsClay Steam Posit Pyramid Crest
Unable to display preview. Download preview PDF.
- Broomfield, H.&Combley, M. (1997). Overcoming Dyslexia. A Practical Handbook for the Classroom.London: Whurr Publishers Ltd.Google Scholar
- Combley, M. (ed.). (2000).The Hickey Multisensory Language Coursethird edition). London: Whurr Publishers Ltd.Google Scholar
- Cowling, K., & Cowling, H. (1993).Toe by Toe.8 Green Road, Baildon, West Yorkshire.Google Scholar
- Hatcher, P.J. (1994).Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties.London: Whurr Publishers Ltd.Google Scholar
- Hornsby, B., & Shear E (1980).Alpha to Omegathird edition. Oxford Heinemann Educational.Google Scholar
- Klein, C. & Millar, R. (1990).Unscrambling Spelling.Hodder and Stoughton.Google Scholar
- Lloyd, S. (1992).Jolly Phonics.Jolly Learning Ltd, Tailours House, High Road, Chigwell, U.K.Google Scholar
- Miles, E. (1992).The Bangor Dyslexia Teaching Systemsecond edition.Google Scholar
- Stone, C., Franks, E., & Nicholson, M. (1995).Beat Dyslexia.LDA, Duke St. Wisbech, Cambs. PE13 2AE.Google Scholar
- Walker, J., & Brooks, L. (1996).Dyslexia Institute Literacy Programme.Dyslexia Institute, 133 Gresham Road, Staines, TW18 2AJ.Google Scholar
- Wendon, Lyn. (1995).First Steps in Letterland.Teaching Programme 1. London: Harper Collins.Google Scholar
- Adams, M.J. (1990).Beginning to Read—Thinking and Learning About Print.Cambridge, MA: MIT Press.Google Scholar
- Borwick, C.&Townend, J. (1993). Developing Spoken Language Skills.London: The Dyslexia Institute.Google Scholar
- Bryant, P., & Bradley, L. (1985).Children’s Reading Problems.Oxford: Basil Blackwell.Google Scholar
- Clay, M. (1981).The Early Detection of Reading Difficulties: A Diagnostic Survey with Recovery Procedures.Oxford: Heinemann Educational.Google Scholar
- Cripps, C. (1988).A Hand for Spelling.Wisbech: Learning Development Aids.Google Scholar
- Fawcett, A., & Nicolson, R., (1994).Dyslexia in Children: Multidisciplinary Perspectives.London: Harvester Wheatsheaf.Google Scholar
- Frith, U. (1985). Beneath the surface of developmental dyslexia. In K.E. Patterson, J.C. Marshall, & M. Coltheart (eds.)Surface Dyslexia.London: Routledge and Kegan Paul.Google Scholar
- Gillingham, A., & Stillman, B.W. (1956, 1969).Remedial Training for Children with Specific Disability in Reading Writing and Penmanship fifth edition. Cambridge, MA: Educational Publishing Co.Google Scholar
- Goswami, U., & Bryant, R (1990).Phonological Skills and Learning to Read.London: Lawrence Erlbaum Associates.Google Scholar
- Hickey, K. (1977).Dyslexia: A Language Training Course for Teachers and Learners.Private Publication.Google Scholar
- Hickey, K. (1992).Dyslexia: A Language Training Course for Teachers and Learners.Available from the Dyslexia Institute, Staines.Google Scholar
- Hornsby, B., & Shear, E. (1975).Alpha to Omega.Oxford: Heinemann Educational.Google Scholar
- Orton, J. L. (1967). The Orton—Gillingham approach. In J. Mooney (ed.)The Disabled Reader.Baltimore: Johns Hopkins University Press.Google Scholar
- Peters, M.L., & Smith, B. (1993).Spelling in Context: Strategies for Teachers and Learners.Windsor: NFER Nelson.Google Scholar
- Rack, J., & Walker, J. (1994). Does Dyslexia Institute Teaching Work? InDyslexia Review Vol. 6 Number 2 Autumn 1994. Staines: The Dyslexia Institute.Google Scholar
- Snowling, M.J. (1987).Dyslexia: A Cognitive Developmental Perspective.Oxford: Blackwell.Google Scholar
- Thomson, M. (1991). The teaching of spelling using techniques of simultaneous oral spelling and visual inspection. In M. Snowling & M. ThomsonDyslexia Integrating Theory and Practice.London: Whurr.Google Scholar
- Walker, J., & Brooks, L. (eds.) (1996).Dyslexia Institute Literacy Programme.Staines: The Dyslexia Institute.Google Scholar
- Wilson, J. (1995).Phonological Awareness TrainingParts 1 and 2. Aylesbury: County Psychological Service.Google Scholar