Please enable JavaScript.
Coggle requires JavaScript to display documents.
Dyslexic Learners in the EFL Classroom: Part 2 - Coggle Diagram
Dyslexic Learners in the EFL Classroom: Part 2
The classroom environment
dyslexic students tend to be sensitive to light, noise and temperature
let them wear earplugs or personal stereo system
too much visual information
keeping the wall around the board (or screen) clear
textbooks can be very dense with too many exercises and pictures
use text window to block out the rest of the page and make focusing more easier for students
writing slopes (or a paper folder) can help handwriting
dyslexic students might need more space than other students
Differentiation
support
the amount of time for explanation, helping, encouraging
pair work
adults
electronic sources
dictionaries
spell checkers
expectations
be realistic
make an effort to know your students and their skills
encourage them to become more aware of their own abilites
material
give everybody the same text, then summarize it
give shorter and less complex texts (for slower readers) and longer texts (for quick readers) then they share information
task
same task to everybody
different bits of a larger task
set a task with a core component (for everybody) and additional work (for quick finishers)
Course content and materials
break bigger tasks into smaller parts
lesson pacing
balance between a lively and engaging pace and comfortable to understand everything
problems with short-term memory
providing lots of reviewing and recapping
Communication and interaction
student-student interaction
use pair and group work
with careful grouping the members can both succeed
regular partners mean more comfort for dyslexics
teacher-student interaction
clear instructions
positive feedback
boost their self-esteem
mention only one or two things to work on
offer concrete strategies
providing an overview
this gives the students what the main goals are
break the huge goals down into smaller tasks
small amount of information at a time
Independent study skills
suggesting memory strategies
time management and organisation skills