| Educators often become frustrated by the lack of | | | | must be given staunch consideration from day one, |
| specialized services that are available for students in | | | | including: |
| their classroom that suffer from dyslexia, a learning | | | | · Explicit phonics instruction in both reading and |
| disability that chiefly affects the sufferers ability to | | | | spelling lessons. Children who suffer from dyslexia |
| read, write, and spell. Students with this condition often | | | | must learn to identify sounds and patterns among |
| require special tutoring and teaching above and | | | | letters, especially where reading and spelling are |
| beyond any special education classes that they might | | | | fundamental to mastering a concept. |
| attend. Being unable to spell correctly prevents the | | | | · Multi-sensory lessons where viable. |
| student from being able to express themselves fully, | | | | Incorporating lessons that require the use of multiple |
| which can extend across the spectrum and cause | | | | senses other than visual cues, including sound and |
| long term problems. Children are typically only taught | | | | touch, or even smell and taste in more creative |
| spelling as part of a language arts curriculum in the | | | | lessons. |
| early grades, and generally only in the perspective of | | | | · Focus on individual sounds and letters in |
| learning to read. Children who suffer from dyslexia, on | | | | spelling curriculum, mastering one before moving to the |
| the other hand, need a much more wide-ranging and | | | | next. For example, focus totally on the letter "d" before |
| broad spelling support that continues well after the time | | | | proceeding to the oftentimes confused "b". Never |
| that they learn to read, and even past their tenure in | | | | teach confusing letters or letters with similar lines at the |
| special education classes. | | | | same time. |
| Improving Learning Environment for Teaching Dyslexia | | | | · Call for parent participation. While having a |
| An important component in teaching the dyslexic child | | | | good rapport with all parents is ideal, the dyslexic child |
| includes specialized instruction across the curriculum | | | | needs the additional support at home in order to be |
| and throughout many grade levels. Identifying the | | | | successful. Ask parents to reinforce skills learned at |
| dyslexic child early on may be fundamental to | | | | school, and schedule regular progress meetings to |
| overcoming the ill effects of the condition. Spelling and | | | | compare notes. |
| phonics instruction must begin in the formative years of | | | | All too often, the dyslexic student will encounter |
| elementary school and continue throughout their | | | | classroom difficulty that relates to a lack of confidence |
| educational years, particularly in areas of the curriculum | | | | that can cause problems in other areas of their studies |
| where reading is essential to their success. Dyslexic | | | | other than spelling. Paying close attention to the child's |
| children should always be seated near the teacher's | | | | ability to spell and helping the child develop good |
| desk and the chalkboard, and should be kept from | | | | spelling skills will go a long way toward helping the child |
| distractions as much as possible. The dyslexic child has | | | | become successful throughout his entire education. |
| an elevated difficulty focusing on the teacher when | | | | Continuing to focus on spelling is vital to achieving the |
| there is background noise and other distractions, in a | | | | educational goals of the dyslexic student, even after |
| much more pronounced way than the typical student. | | | | any special education services that the child receives |
| Curriculum Needs | | | | are considered unnecessary. |
| For a dyslexic student to succeed, curriculum needs | | | | |