https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views
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So how can you help?
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Listening to children’s feelings.
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Rewarding effort, not just “the product.”
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Helping students set realistic goals for themselves.
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it is critical that school personnel, parents, and outside professionals working with the child with dyslexia communicate on an on-going basis to provide the support needed,
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Accommodations Involving Materials
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The teacher can help by underlining or highlighting the significant parts of the directions.
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tear pages from workbooks and materials to present small assignments to students
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a blank sheet of paper can be used to cover sections of the page n
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a blank sheet of paper can be used to cover sections of the page
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asking them to repeat the directions in their own words.
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Teachers then must supplement the material with practice activities.
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a glossary of content
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A reading guide helps the reader understand the main ideas
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Directions, stories, and specific lessons can be recorded. The student can replay the tape to clarify understanding of directions or concepts.
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text to speech programs,
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audio books,
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Highlight essential information
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Accommodations Involving Interactive Instruction
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Accommodations
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break down the directions into subsets
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Accommodations
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Accommodations Involving Student Performance
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response mode can be changed to underlining, selecting from multiple choices, sorting, or marking.
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respond on individual chalkboards/whiteboards
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graphic organizers.
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graphic organizers
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lace students close to the teacher.
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use of assignment books or calendars
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Have students turn lined paper vertically for math. Lined paper can be turned vertically to help students keep numbers in appropriate columns while computing math problems.
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peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read math problems for students with reading problems to solve.
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Students can be allowed to complete projects instead of oral reports or vice versa.
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Screenings should be used with all children in a school, beginning in kindergarten,
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There are numerous types of screeners; one simple one we recommend is the Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
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School Age Dyslexia Screener – CLDQ-R Please read each statement and decide how well it describes the child. Mark your answer by circling the appropriate number. Please do not leave any statement unmarked. Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply: Total Score <16 = Minimal Risk Total Score 16-21 = Moderate Risk Total Score >21 = Significant Risk
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Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply: Total Score 21 = Significant Risk *See Colorado Learning Disabilities Questionnaire for more descriptive results
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