Phonemic awareness is the ability to hear, recognize, and use the individual sounds in a word. [1] X Trustworthy Source Reading Rockets Online resource supported by PBS providing research-based strategies for assisting children to become confident readers Go to source A child that can identify that the words pat’’, park, and “pump” all start with the same sound would be demonstrating phonemic awareness. Phonics is the relationship between letters and sounds. Knowing what sound the letter “B” makes or that “ph” makes the same sound as the letter “f” is an example of phonics. You can receive MSL training and certification. The International Dyslexia Association [2] X Research source and the Institute for Multi-sensory Education [3] X Research source provide information about training and certification requirements. Visual cues help individuals with dyslexia to understand written material. Use color on the blackboard or marker board. Write decimals in math problems in a different color. Grade in a color other than red, as red carries a universally negative connotation. Write note cards. This provides something tangible for students to look at while also giving them something to hold. Having them read the note card out loud also engages their motor and auditory skills. Make sand trays. Sand trays are simply tray-like containers that contain sand (or beans or shaving cream). Students can use these to spell words or draw pictures in the sand. This engages their sense of touch. Incorporate fun activities into their learning time. Games and other creative activities get the dyslexic child more involved in the learning process. This makes learning more fun and rewarding, as it gives them a sense of accomplishment. You can use music, songs, and chants to help students learn and remember rules.
You should not assume that student has any previous knowledge or understanding of the concept. If you are using explicit teaching to teach a child about the letter “s,” you would begin by clearly stating what he or she will be learning that day. You would then demonstrate the sound that the letter “s” makes and have them repeat it back to you. You would then model different words that begin with “s,” and have them repeat the words out loud. You may also use songs, chants, or pictures of things that begin with the letter “s. " You could ask them to think of some words that start with the letter “s. " You would provide constructive feedback throughout the lesson as well.
When building on new skills, continue to incorporate previously learned information. Repetition will help reinforce older skills and create a connection between concepts. [5] X Research source
If you wanted to teach children phonemic awareness, you might start by giving them some words and asking them to identify all the sounds in the words. You would note the strengths and weaknesses and then develop your lesson and teaching strategy based on the assessment. [6] X Trustworthy Source Reading Rockets Online resource supported by PBS providing research-based strategies for assisting children to become confident readers Go to source As you are teaching, you would provide correction and feedback by asking the child questions and noting any progress. You may also conduct small quiz at the end of each day to monitor progress. When you feel the child has learned the skill, you would give them the original assessment and compare the results. If the child has mastered the skill, you would move on to something more difficult. If the child did not master the skill, you would continue to teach the skill.
Take your time. Do not rush through a class lecture. Give students time to copy anything written on the board. Make sure dyslexic students understand you before moving on to another section. Incorporate short breaks regularly. A dyslexic child often struggles to sit for long periods of time. Take short breaks throughout the day to divide long lectures. You can also move from activity to activity. For example, lecture, game, back to lecture, followed by a learning activity. Use appropriate time limits. It takes dyslexic children longer to complete assignments other students may have no problem completing. Allow dyslexic students more time to take exams and quizzes and to complete homework so they do not feel rushed.
Your daily routine should also include a daily review of previous information. This well help the students connect previous lessons to the lesson you are currently teaching.
You should also ask the child and the parents about preferences, learning styles, and the strengths and weaknesses of the student. Encourage peer tutoring. Peer resources and social support are probably one of the strongest resources you can offer. Students can read aloud to each other, review notes, or conduct lab experiments together. Different forms of technology are a great way to enhance learning. Games, word processors, voice activated software, and digital voice recording can all be very useful for a child with dyslexia.
The IEP process is long and complex, but it is worth it. If you are a parent, you should talk to someone at your child’s school about starting the process. If you are a teacher, let the parents know that you think an IEP would be helpful.
Use visual cues, such as asterisks and bullets, to highlight important directives or information. Write homework instructions directly on the assignment so the child knows what is expected. It is also beneficial to allow use of reference guides such as alphabet and numbers
During an oral test, the test questions are read to the student and the student answers the questions orally. The test questions can be pre-recorded or read at the time of the test. The student’s answers could also be recorded for easier grading. Students with dyslexia often have trouble working under pressure and take longer to read questions. Allowing the student ample time to take a test will ensure that student has time to understand the questions, think, and write down an answer. Seeing all of the test questions at once can be overwhelming. Only allowing the student view one test question at a time will help them focus.
Students should also be encouraged to use personal assignment planners and calendars to keep track of due dates for assignments, test dates, and other activities they may be involved in. Have them write daily assignments in their assignment book. Check the assignment book before the students leave school to make sure they understand the direction.
Instead of presenting homework assignments through writing, students may be allowed to present information orally, visually, or other ways that they communicate best. [13] X Research source
