Suggestions For Working With Dyslexic Students

​Always bear in mind that Dyslexia is a specific language disorder, requiring parents and teachers to be aware of the following possible problems:​

​Reversals, inversions and mis-ordering letters, and letters in words, e.g:

• d/b (reversal), u/n (inversion), was/saw, boll/doll, skome/smoke​
• An inability to tell left from right, top from bottom.
• Sequence difficulties, e.g. saying the alphabet, days of the week, months of the year, and arithmetic tables.
• A tendency to read from right to left or to lose the place when reading.
• An inability to follow three or more instructions.
• A problem repeating words of three or more syllables, e.g.:​​
  • spaghetti-basketti, prelmary-preliminary​
• A difficulty forming sentences and putting them into essay form.​
• Difficulty copying from a book or blackboard and not “hearing” letters within words.
  • bed for bend, jup for jump​
• A problem learning the time.​
• Organizational difficulties:
  • “losing homework” or forgetting to hand it in, the struggle to retrieve, remember, or organize information given.​
• Other associated difficulties may be: ​
  • late language development, clumsy or accident prone, poor motor control, lack of concentration, confusion over dates and times, restlessness, reversing figures, delayed speech development, delayed comprehension: remembering word meanings, story development, or sentence structure.

Be aware that the dyslexic student will have to work twice as hard as his/her peers to achieve less and will become very tired.

Always praise and encourage a student who has difficulty with reading, but be firm.

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