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.
KeywordsPhonological Awareness Teaching Basic Phonological Processing Dyslexic Child Irregular Word
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