DISLEKSIA

A C K G R O U N D _ C O L O R
Dyslexia in children is the commonest cause of learning difficulties for

children and young people in schools and colleges. The word comes from the
Greek meaning 'difficulty with words'.

Dyslexia symptoms
Dyslexia in children is often referred to as a 'specific learning difficulty', usually with typical
dyslexia symptoms such as difficulty with writing and spelling, and sometimes with reading and
working with numbers. A dyslexic child or adult may have problems spelling, reading, putting things in
order, following instructions, and may confuse left and right and
reverse letters and numbers.
It helps to understand how someone is affected by dyslexia if you think
of a person who is color-blind. This means that they are perfectly
normal in all other respects, but cannot distinguish colors (to a greater
or lesser degree). Dyslexia has been referred to as 'letter-blindness',
though that is a poor description. A dyslexic child or adult does not see
words, with their letters in order, as most people see them. They will
have difficulty remembering words, working out how to say and spell
new words, and their eyes may move unevenly over the words as they
read.
Screening test for dyslexia in children

Are there any family members who experienced difficulty learning to read or spell when they
were at school?
Is your child experiencing reluctance to go to school or feelings of failure at school?
Does your child have difficulties with spelling?
Does your child miss out words when reading?
Does your child have difficulty reading aloud?
Does your child sometimes skip lines when reading?
Does your child experience difficulty copying from the board?
Does your child get confused about following instructions, for example when playing a
game?
Is your child unable to count backwards from 100 down to 0?
Is anyone in your family left-handed?
If you answer 'Yes' to four or more of these questions, then your son or daughter may be dyslexic,
and probably needs a full individual assessment by a psychologist or a dyslexia test in order to test
the dyslexia symptoms.

Low self-esteem and lack of confidence . . .
In the school situation, a dyslexic child may find he or she is experiencing failure, but is not able to
understand why. This frequently results in low self-esteem and a severe loss of confidence, which
can lead to the child being reluctant to go to school. At this stage something has got to be done, and
this is when a lot of parents seek specialist help and advice.
The first step is for an accurate diagnosis to be made. This may be undertaken by the school, or by
an educational psychologist, and often costs anything from $750 to $2000 (300 to 500 in the UK).
An independent report
The causes of dyslexia are not fully understood, but it is thought to be inherited as it usually runs in
families.
If it is found that your child is dyslexic, it is important not to feel that he or she is doomed to failure!
There are well-developed courses of learning which can be used to bring your child up to the average
level for their age in the areas they find difficulty with. Given the proper help, in most cases a
dyslexic child can succeed at school at a level roughly equal to his or her classmates.
Moreover, dyslexic children often have talents in other areas, which can raise their self-esteem if they
receive lots of praise! Good physical co-ordination, lateral/creative thinking and artistic skills are
often areas in which they may excel.
As a dyslexic child's difficulty is not visible - compared, say, to a child in a wheelchair - it often goes
unrecognized by teachers. The result can be that the child is labelled as 'lazy' or 'slow' at school.
However, an independent report from a dyslexia specialist can make a big difference to the school's
attitude, and frequently results in extra consideration and help for the child.
Dyslexia is not a 'disease' that someone should or can be cured of. It is a type of mind, like any other,
with its own particular strengths and weaknesses. We all have different talents - things we are good
at and things we find hard. Dyslexic children and teenagers find spelling and getting things in the right
order very hard, but also have other areas at which they excel. The important thing is to keep up their
confidence!
Dyslexia symptoms in more detail
Symptoms of Dyslexia (Dyslexia Online Magazine)
Dyslexia and Self-confidence
Dyslexia more condition_symptoms
Dyslexia is a condition with a wide variety of symptoms. The symptoms are listed above,and please
use the list of ten questions. This list is well researched and, if your child scores more than about four,
you should look for an assessment by a psychologist who is experienced in assessing dyslexia.
Dyslexia symptoms?
- a full
individual assessment
to improve your child's
achievement in school

Research indicates that about one person in fifteen is shows dyslexia symptoms. If
not attended to, the effects of dyslexia can be devastating, often resulting in
feelings of failure and loss of self-confidence.
If you answer 'Yes' to four or more of these questions, then your son or daughter
may be dyslexic, and we recommend that he or she has a full individual
assessment:
FREE DYSLEXIA PRE-TEST
Are there any family members who experienced difficulty learning to read or spell when they
were at school?
game?

DYSLEXIA IN CHILDREN
You might be concerned that your own children may be dyslexic. Full
details about dyslexia in children and a description of the symptoms of
dyslexia are to found on this page:
Dyslexia in Children

THE DYSLEXIA TEST 7-16
Our comprehensive Dyslexia Test 7-16 has been specially prepared for you to complete at home with
your child. Standardized reading and spelling tests measure your child's achievement compared to
his or her age-group. Your child's intelligence is measured to establish whether there is a discrepancy
between his/her intelligence and achievement. In addition, each of the indicators of dyslexia is
examined in short, easy-to-give standardized, reliable test. A questionnaire, which also tests for the
possibility of attention deficit, delayed learning or Scotopic Sensivity Syndrome also forms part of the
assessment.

After your child has completed the assessment booklet, simply mail it back to us. The completed test
will be carefully assessed, and a full, detailed professional assessment report sent to you. The
report may be shown to your child's school, and will contain recommendations for learning strategies
to help raise your child's achievement in school to the broad average for their age.
THE DYSLEXIA TEST FOR ADULTS
Our comprehensive Dyslexia Test for Adults has been specially designed for you to complete at home
without anyone else's help. The instructions are in a booklet and on a tape, giving you standardized
tests in reading, dictation, comprehension and other significant skills. Other areas which can
indicate dyslexia are examined in a questionnaire.

After you have completed the home tests, simply mail your booklet back to us. Your completed
booklet will be carefully assessed, and a full, detailed professional assessment report sent to you
with recommendations about techniques which will help you manage your difficulties with dyslexia (if
you are dyslexic) and improve your career prospects.
YOUR ASSESSMENT REPORT
Your Assessment Report is not written by a computer! It
is written by an experienced assessor, and thoroughly
outlines and describes all the results in the test,
highlighting test scores which indicate dyslexia. The
Conclusions indicate whether, and to what extent, the
child or adult is suffering from dyslexia, or whether there
may be other factors which are hindering his or her
progress.
It is usually a great relief to both the child and the
parents to find that the child is dyslexic - one mother
reported her child's reaction to us: "Mom, you have no
idea how happy I am - I just thought I was stupid!".
Your report provides you with feedback in terms of personal advice and recommendations on how
you can remedy the situation and improve your child's self-confidence and learning strategies.
Many parents have found an independent professional assessment like this very persuasive in
requesting increased individual help and consideration for their child at school. Many adults have
used an independent assessment from us as a way of obtaining study accommodations on college
courses (though you should check with the college or university first to see if an independent report is
acceptable).

Qualified to diagnose dyslexia
Direct Learning fulfils the requirements of the International Dyslexia Association.

Under the leadership of John Bradford, we are a team of professionals with advanced qualifications
and wide ranging experiences of teaching and working with children and adults with special learning
needs. Direct Learning also carries out research into the diverse characteristics of the dyslexic
condition.
The design of our asessments follows the International Dyslexia Association guidelines for dyslexia
evaluations. (Feedback is available through email and our Dyslexia Advice Line.)
Our tests, whilst simple to give, are thoroughly researched and are published by the psychology
departments of three major universities.
Dyslexia Test
for 7-16 year olds

Most cases of dyslexia in children are not noticed until a child starts school
and begins to experience difficulty with reading, spelling or math/s.
A child who appears perfectly normal gradually becomes anxious about
school, and may refuse to go. The child feels frustrated and cannot
understand why they are having such difficulty with learning skills that
other children in their class find straightforward.

THE DYSLEXIA TEST 7-16
Our comprehensive Dyslexia Assessment for 7-16 year olds has been specially designed for you to
complete at home with your child or teenager.
Simple, easy-to-give tests measure each of the different indicators of
dyslexia. The test results are evaluated by us, and a full assessment
report sent to you which summarizes all the findings. The results of the
evaluation are outlined and put in a clear conclusion. Feedback is provided
and recommendations are made for each individual child which will allow
the early remediation of their difficulties.
Once a child is diagnosed as being at risk, the correct remedial teaching
and support can be started by the school and parents so that the child can learn techniques to
overcome their difficulties.

The report may be shown to your child's school, and will contain recommendations for learning
strategies to raise your child's achievement to the average for their age.
The test is suitable for children aged seven to sixteen.
WHAT IS IN THE TEST?
The Dyslexia Test 7-16 contains a booklet and an audiotape for you to listen to. The contents of the
test pack should not be seen by your child before the test activities, and you should listen to the tape
when your child is not present.
The test booklet contains short, easy-to-give tests which are designed for parents to carry out with
their child at home. Each test is brief - taking just a few minutes. Reading and spelling tests
measure your child's achievement compared to his or her age-group. Your child's intelligence is
measured to establish whether there is a discrepancy between his/her intelligence and achievement.
In addition, each of the indicators of dyslexia is examined in short, easy-to-give tests and a
questionnaire, which also looks at the possibility of attention deficit or delayed learning.
These short tests allow us to evaluate your child's performance in the critical areas that have been
identified as indicating dyslexia. These include phonological discrimination, memory, intelligence,
laterality, etc.
The test pack contains everything you need to do the short tests.

After your child has completed the test activities, simply mail the test booklet back to us. The
completed test will be carefully evaluated by our staff, who specialize in the assessment of dyslexia,
and a full, detailed professional assessment report sent to you. The report may be shown to your
child's school, and will contain recommendations for learning strategies to raise your child's
achievement to the average for their age.
BASED ON RESEARCH FINDINGS
The Dyslexia Test 7-16 is based on research findings from the psychology departments of three
major universities, and on reliable, validated standardized tests.
Elements from these findings have been incorporated into our comprehensive Dyslexia Test 7-16,
which also includes a questionnaire for parents to complete. The questionnaire asks about your
child's medical background and other factors which may have a bearing on whether your child may be
dyslexic.
"I have found the test layout to be extremely user-friendly, and easy to follow. The guidelines and
suggestions given helped. It seemed less of a test and more of a game, resulting in more relaxed
'work', and better performance by my daughter, who 'despises' any form of 'sit down and work'
atmosphere, and I must say I thoroughly enjoyed it myself." R.H. (Richmond, Virginia)
RECOGNIZING DYSLEXIA -
DYSLEXIA SYMPTOMS
WHAT IS DYSLEXIA?

Meeting Andy

When Andy's mother first brought him to me to consult regarding tutoring to help him improve his skills in
reading and math, he was reading at kindergarten level despite being a Grade 3 student. When I asked
him to read for me, he picked up a beginning reader and read it even though the book was upside down.
When I tested his letter knowledge, he reversed b and d, p and q and c and f. The numbers 3 and 7 were
also reversed. His formation of the letters r, n, and z was reversed, starting from the right to the left but
the finished letter was correctly formed.
Upon checking his ability to sequence letters, he could not say the alphabet but resorted to singing it and
returning to"A" each time he lost his place. He inserted an "N" after "Y" and before"Z" in his alphabet
song.
When reading, he experienced most difficulty with two and three letter words such as on, in, at, and saw.
He experienced difficulties sequencing letters when spelling even though all the letters ! were there.
When trying to decode words and when speaking, Andy often reverses syllables even though he knows
what he wants to read or say.
He prefers to print with his notebook sideways on the desk and actually has difficulty with the transition to
cursive writing.
In math, he tends to add and subtract from the left column and from the bottom to the top. He needs
constant repetition to retain his multiplication tables and sight vocabulary.
His general knowledge is excellent and he can speak at length about a variety of topics. He is athletic,
bright looking, and very artistic.
Trouble with spelling

Andy has obvious difficulties with spelling. He is unaware that the spelling of certain words is not correct.
The spellings of words he has not studied are not even close approximations and would be unable to be
corrected using a spell check on his word processor, even though I have taught him the correct vowel
sounds.
Examples of misspelled words are:

snow - snoue
with - wach
friends - frens
do - dow
live - lave
when - win
favorite - fret
place - plice
because - backes
why - way
peaceful - pacefeal
soft - sotf
pitch - phitch
Difficulty copying from the board

Andy finds copying from the teacher's board very frustrating.
He said that he looks at a word on the board and then looks down to write it. When he looks up again to
write the next word, he can't find where he was in the note and spends time searching the whole board
for it.
He said it's easy to copy when there are just a few words on the board and when the teacher prints.
It is easier for him when he is in a class with a black board and not a white board on which the teacher
uses markers. A chalky, dusty board makes it hard to read because, "My eyes go different and I have to
focus again."
Andy said that it is really hard to copy when there are distractions in the classroom or when he has to
copy while the teacher is explaining the lesson at the same time.
Once in a while, he gets everything copied. Usually, he doesn't and the teacher makes him stay in at
recess and noon until it's done. If it's still not finished, he has to work at it all day everytime there is free
time.
Flora E. Gillis
Flora Gillis is a student on the Dyslexia Certificate course.
LOWERED SELF-CONFIDENCE IN ONE GIRL
Disliking school
Every morning, Alice will think of all means to avoid going to school by feigning sickness. This battle has
been going on ever since she started school two years ago. Her mother has to walk her to school
everyday to ensure she goes into the classroom.
Alice always sits at the back of the class, slouches on her chair and daydreams. Her book will be placed
on the desk, unopened, as she felt confused looking at the letters jumping around.
She is convinced that she is beyond hope as her teacher and classmates have subtly labeled her as
stupid. She dreads English and will lower her head and slide further down her chair, hoping the teacher
will not notice her.
A couple of times, she was asked to read aloud. She froze in her seat, perspired profusely and
stammered as she tried to make out the words. The whole class burst into laughter.
The only activity she looks forward to is the music lesson as she feels good every time she gets to
perform playing on the piano in front of the whole class.
Her report
In the Semester report to parents, Alices teacher commented: Alice doesnt seem interested in the
class. She yawns and always looks tired. She draws aimlessly on her textbook during the lesson and
copies her classmates work instead of trying out the homework herself.
The teachers spent extra time coaching her during recess and after school but theres hardly any
improvement.
Her work appeared slip-shod and many teachers can hardly make out what she wrote despite giving her
many writing exercises. She was indifferent to correction from the teachers and we couldnt tell whether
or not she understood the concepts. For her own good, we recommend the parents send her to some
special school because we feel she is not ready for the pace of our school curriculum.
Melanie Chong
Melanie Chong is a student on the Dyslexia Certificate course.
A sample from the Dyslexia Test
7-16

Introduction to the test
Our Dyslexia Test is designed to be extremely accurate, yet simple enough to be easily given by
parents at home to children and young people aged 7 to 16.
It consists of reading, spelling and drawing tests, along with puzzles for memory and left/right. There
is also a questionnaire asking you and your child about schooling, health, left and right, getting things
in the right order, and some other areas which cause special difficulty to children with dyslexia. The
test also scans for possible attention deficit and delayed learning. The reading, spelling and drawing
tests will indicate how your child's achievement compares with the average for his or her age-group,
and the questionnaire focuses on specific areas.
When you return the test to us, a thorough analysis will be made of all the information you have
provided, and we will mail you your childs full Assessment Report and recommendations of ways
in which he or she can be helped to come up to the average level for his or her age-group.
Children with learning problems such as dyslexia almost always suffer from low self-esteem, and we
will suggest ways in which your childs self-confidence can be raised, so that they can progress to a
successful future in school and beyond. We will also include a certificate of achievement made out to
your child for his or her drawing work.
Confidentiality and security
The entire assessment is conducted in total confidence, and your child's anonymity is safeguarded
by the use of the mail service rather than the Internet. Although conducted at a distance, the whole
process is designed to be as personal as possible, allowing you to add your comments on the
questionnaire.
How should I start?
Begin by reading through the whole test and, if possible, discussing the different parts with a partner
or friend. You may find it easier for a close relative or friend to give the tests to your child, but a lot of
the questions can be easily answered by the parent/s alone. It might be best to spread the activities
over a couple of days, for example a weekend, and to be sure to do the test when your child is not
tired, for example not straight after a day at school.
Questionnaire and activities
A lot of the questions can be answered without your child being present, and it would be a good idea
to fill those in first. When you come to the activities, try to make them a fun experience for your child,
like doing puzzles together, but not helping with the answer! Maybe a little reward could be promised
at the end to help your child's motivation.
We have tried to make the test instructions as clear as possible, but if you are confused over any
point, please feel free to e-mail us with your question.
Medical
1. Was your child's birth unusual in any way (e.g. premature or lack of oxygen)?
YES NO If so in what way?
2. What was your child's weight at birth? .......................................
3. Is there anything unusual (beyond the normal childhood illnesses) in your child's medical history?
YES NO If so, in what way?
3. Has your child suffered any long absences from school - longer than two weeks?
YES NO If so, what was the reason?
4. Has your child had a recent eyesight test - say, in the last year or so?
YES NO
5. Are there any eyesight problems?
YES NO If so, please describe, and say if your child has to wear glasses, and whether this is
working out satisfactorily. (E.g. Is your child actually wearing them in school, or avoiding wearing them
because of embarrassment or being called names because of having to wear them?)
6. Ask your child if he or she has ever had any difficulty copying what the teacher has written on the
board at school.
YES NO PROBLEMS
7. Have you ever noticed that your child does not hear what is said to them - beyond the usual
absorption in their play?
YES NO

8. Has your child suffered from repeated ear infections, or had been to hospital to have tubes
(grommets) inserted in the ear at any time?
YES NO If so, please give details (and at what age).
School
1. Is your child experiencing low self-esteem about school work?
YES NO
2. Has your child ever been reluctant or unwilling to go to school, or experienced a nervous
stomach ache on a school day?
YES NO If so, please say when, and the reason if you found it out (e.g. on Fridays when there
is a spelling test).
3. Does your child have difficulty reading aloud?
YES NO
4. Does your child have difficulties with spelling?
YES NO
5. Does your child have difficulty working with numbers?
YES NO
6. Does your child get confused about following two-step instructions? (e.g. Go to my bedroom
and bring me the bag that's on the floor by the window.)
YES NO
7. Are there any concerns which have been expressed by a teacher about your childs learning,
either in school reports or on parents evenings?
YES NO If so, what were they?

8. Has your child ever said that he or she finds any part of school work hard?
YES NO If so, please describe (e.g. doesn't like spelling tests).

9. Is your child slow to finish his/her work in school?
YES NO
10. Have there been any changes of school beyond the normal (e.g. if you moved house)?
YES NO If so, at what ages, and how many moves?
11. Has your child ever been referred to a psychologist or similar agency?
YES NO If so, please give details.
12. What is your childs attitude to reading?
DISLIKES NORMAL ENJOYS
13. What is your childs attitude to writing?
14. What is your childs attitude to spelling?
15. What is your childs attitude to math/maths?
16. What is your childs attitude to physical education?
ENJOYS NORMAL DISLIKES
17. What is your childs attitude to art/drawing?
ENJOYS NORMAL DISLIKES
18. Have you noticed that your child sometimes misses out words when reading?
YES, OFTEN YES, OCCASIONALLY NO
Left and right
1. Is your child left-handed or right-handed?
LEFT-HANDED RIGHT-HANDED NOT CLEARLY LEFT- OR RIGHT-HANDED
2. Is anyone else in the (blood-related) family left-handed?
YES NO If so, who?
3. Say: " Show me which foot you kick a ball with."
LEFT RIGHT
4. Give your child a rolled-up piece of paper - and ask them to look at you 'through the telescope'.
Note which eye your child uses.
LEFT RIGHT
This page is just a sample from part of the Dyslexia Test 7-16.
It is not a dyslexia test.

ABC's to helping the dyslexic student in the regular classroom

Frequently in the regular classroom dyslexic children suffer. Due to lack of
understanding of the students learning process the educator may see the
student as slow and unmotivated. These misconceptions may lead to low self
esteem of the dyslexic student. Once there is understanding of the dyslexic
student and the learning process there are some ways to help the dyslexic
student in the regular classroom. Here are five quick tips that help both the
educator, and the student.
A - Accentuate the positive:
Accentuating the positive increases the dyslexic student's motivation. Dyslexic students learn
differently. If there is a certain assignment that is completed, yet not in the exact way as instructed, be
sure to accentuate the positive. This will help you instruct the student's completion of the assignment
in a motivating way. By letting the student understand the requirements in a positive way this will give
the student corrective instruction without frustration.
B - Be Understanding:
Understanding your students needs is important. Many times the dyslexic student may appear
unmotivated or slow. Due to lack of understanding these misconceptions can lead to frustration and
low self-esteem. If the educator understands the learning process in a dyslexic person, this can help
the student's esteem knowing that their teacher understands their particular circumstance.
C- Communicate with your student:
Communication leads to academic improvement. Schedule frequent meetings with your student. Talk
about their improvement, and where they may need improvement. Ask your student what learning
techniques may work best for them. Communicating with your student helps their confidence and
motivation.
D - Develop a Plan:
Developing a plan can help the student set goals. Sitting down with your student, and developing a
plan will help the student achieve their goals. Helping your student achieve their goals this will help
the student realize their capabilities and increase motivation for learning. These four tips will help the
dyslexic student's experience in the classroom. If the educator understands the dyslexic student and
incorporates these tips there is a possibility of improvement with the student.
E - Encourage:
Encourage your student. Having a learning disability can be a frustrating process. We all know a little
encouragement can go a long way.
F - Follow up:
Schedule a time with your student so you can evaluate their progress. During this time allow your
student to express concerns about learning and class work. Make sure they conduct a self evaluation.
This will enable them to understand and analyze their learning process.
G Goals:
Set goals for your student, and allow your student to set goals for themselves. Once the goals are set
give your student a timeframe. Once the goals are met, meet with your student and discuss their
progress. This will allow your student to develop the importance of planning, goal setting, and
organization. Set both long term and short term goals.
H Homework:
Do your homework. Dyslexia is a learning disability be sure as an educator you do your research and
understand the learning process of the dyslexic student. Don't limit yourself to the age range that you
are teaching, understand that you are helping your student develop into adulthood, this is part of your
responsibility along with the parent to nourish and educate a successful individual.
I - Intelligence: Explain to your student the different types of intelligence. Emphasize the strong
points of the particular type of your students intelligence. Allow your students to complete projects
geared toward their intelligence. This will boost your students self - esteem.

J - Journal: Journaling can help everyone. Tell your students to journal. Ask them to write about
their goals, accomplishments, and fears. Teach them that their journal is their safe place to express
themselves without fear, judgment, or ridicule. This will improve their writing and creativity.
Journaling also gives students a safe place to express themselves.

K - Knowledge: Knowledge never ends. Encourage students to think outside of the box. Tell them
that knowledge never has or will have a stop sign. There is always room for growth and knowledge.

L - Love: Teach your students to love themselves, and know that they are loved. At a young age
children tend to judge themselves by their grades, encourage their talents and character development
as a person. Tell your student that it is important to do their best but at the same time, a letter defines
no one, encourage parents to teach this at home.
.
Yvelette M. Stines
E-mail: stinesym@yahoo.com

MULTI-SENSORY TEACHING METHODS
Studies from the National Institutes of Child Health and Human Development have shown that for
children with difficulties learning to read, a multisensory teaching method is the most effective
teaching method.
This is especially crucial for a dyslexic child. But what does it mean?
Using a multisensory teaching approach means helping a child to learn through more than one of the
senses. Most teaching in schools is done using either sight or hearing (visual or auditory sensations).
The childs sight is used in reading information, looking at diagrams or pictures, or reading what is on
the teachers board. The sense of hearing is used in listening to what the teacher says. A dyslexic
child may experience difficulties with either or both of these senses. The childs vision may be affected
by difficulties with visual tracking, visual processing or seeing the words become fuzzy or move
around. The childs hearing may be satisfactory on a hearing test, but auditory memory or auditory
processing may be weak.
VAK Modalities
Multisensory methods are also known as VAK Modalities:
The three modalities of learning styles have been summarized by the acronym VAK, for:
Visual,
Auditory, and
Kinesthetic:

1. Visual: That which you see.
2. Auditory: That which you hear.
3. Auditory-Digital: Your self-talk.
4. Kinesthetic: The tactile ... where the child touches and handles objects.
The best teaching method is to involve the use of more of the childs senses, especially the use of
touch and movement (kinesthetic). This will give the childs brain tactile and kinesthetic memories to
hang on to, as well as the visual and auditory ones.
An example
An example will make this clear. The majority of dyslexic children experience confusion over the
direction of b and d. They can both be seen as a stick with a circle at its base. But on which side
does the circle sit? A teacher might give the child a tactile (touchy/feely) experience of the letter b by
getting the child to draw the letter really large on the carpet. This will involve the child using their
arms, their sense of balance, their whole body. They will remember the day their teacher had them
'writing' on the carpet with their hand making this great big shape, and can use that memory the next
time they come to write the letter.
Some teachers purchase letters made out of sandpaper so that the children can run their fingers over
the letter b, giving them a strong tactile memory. The thought of it sends a shiver down my spine!
Writing the letter b in cursive handwriting on paper and with a big movement in the air puts a quite
different slant on this letter. The letter starts on the line and rises to begin the down-stroke: there is
nowhere else to put the circular bit but ahead of the down stroke.
Use plasticine, play-dough or clay
Yet another way to give a strong tactile memory of b is to make the letter out of plasticine, play-
dough or clay.
A commonly used trick to remember the direction of b and d is to show the child the word bed on
a card. This word begins with b and ends with d, so that if you draw a bed over the letters, the
upright part of b will become the head of the bed, and the upright part of the d will become the foot.
You can draw a child lying on the bed to complete the picture. This gives a strong visual memory for
the child to use each time the letter has to be written.

You can also show the child how to hold up their index finger on each hand, with the thumb and
second finger touching, making the word bed, but without the e. If they learn to do this, they can
make this shape discretely with their fingers each time they need a reminder in class.

The net result of these activities will be that a child has a visual memory from seeing the letter, an
auditory memory from hearing the sound it makes, a tactile memory from writing the letter in cursive
handwriting, in the air, and from touching the sandpaper letter, and a kinesthetic (body movement)
memory from having drawn the letter really large on the carpet. Altogether a multisensory experience!
This tried and tested method has been used successfully for a long time, and its success lies in the
fact that the dyslexic child is not limited to visual and auditory experiences but can make use of other
areas of the brain in trying to establish clear memories of letters, words and numbers that are difficult
to remember.
John Bradford (with apologies for my drawings!)
2008
References
VAKT Reading Method - Visual-Additory-Kinesthetic-Tactile Method - V.A.K.T.
Every Student Benefits From Multisensory Education (Orton-Gillingham)
NICHD Reading Research Offers Crucial Data for Educators
Dyslexia Action Literacy Resources (UK)
Free 'b' and 'd' Exercises
Feedback
I was on your site today. I am a great-grandparent by marriage working once a
week with a soon to be 9-year old. These two little "tricks" will help me immensely
as I work with Maranda. Thank you, thank you!
Sending smiles! (A.R.O.)
You mentioned that some parents/teachers had the children use sandpaper letters
to give them another sensory approach to letters and you cringed at the thought. I
am a Montessori pre-school teacher and the sandpaper letters (and numbers) are
part of pedagogical materials that Montessori designed. These letters and numbers
are made of sandpaper that are the equivalent of an emory board used to file your
nails - very fine sandpaper. In addition to using the fingers directly on the
sandpaper, velum paper can be placed over the letters to help the pre-schooler
"feel" the letter as they trace over the letter, sending a vibration up the arm and to the brain. If you are
not familiar with Maria Montessori, she initially developed her materials and methods to foster learning
and self-esteem to children that were deemed "unteachable" and realized they would work for
"normal" children. (M.P.)
I would like you to know that I have tried the suggested method of 'bed' with one of the children and
it has helped him tremendously. (D.M., India)
We have made words and letters in various ways and used plasticine. This was
quite successful but it does go hard after a while. We have also used pipe
cleaners. These are easy to bend into shape and very tactile. They can be
carried with us on holiday etc and are not messy or sticky. My 11-year old
daughter enjoys making letters with pipe cleaners. When making words she uses
only one color. She has a very good visual memory and can recall the color used
and how it felt. When she has made words or letters we feel them with our eyes open and closed. She
seems to be able to store the words in her memory best with her eyes
closed. (R.H., Switzerland)
I was working with a child who found it hard to form the letters in the
correct way, they were upside down, backwards, bits were missing etc. He
did not have a strong grasp of how letters should look. I took some pipe
cleaners and used them to form the letters (in both upper case and lower
case form). The letters for the lower case were a little difficult as we bent
them to show the letter in its cursive form.
The child said the letter name and letter sound as we did this. Once we had
worked through all of the letters, the child drew around each one and
illustrated it. The child had to think of an original illustration that they would
remember (e.g. not a for apple). We then stuck on the pipe cleaners onto
the correct page for each one. This was made into a book for the child to take home and use
whenever he needed to remind himself how the letters should look. Because the pipe cleaners were
stuck onto the page, he could trace over it with his finger which helped improve his memory of how it
should look. He now does not have a problem with drawing the letters. (J.S., Sheffield, UK)
DYSLEXIA ASSESSMENT
FINDING A TEST
There are two types of tests for dyslexia: screening tests and
assessments by a psychologist.

Screening tests
These tests are designed to be used on very large numbers of children,
to narrow down the group of children who might need a more thorough
test for possible dyslexia. They are not tests for dyslexia, but are
designed to help teachers focus on children who might be dyslexic.

Screening by questions
One well-researched list of questions for parents is reproduced below (From Direct Learning).
If you answer 'Yes' to four or more of these questions, then the child or teenager may be dyslexic, and
we recommend that he or she has a full individual assessment:
Are there any family members who experienced difficulty learning to read or spell when
they were at school?
game?
Children selected by this method could be having problems with their learning for any number of
reasons - emotional problems, confusion caused by a change of school, Attention Deficit Hyperactivity
Disorder (ADHD), delayed learning, autism, dyspraxia, and possible dyslexia. Screening tests like
these cannot be seen as valid tests for dyslexia, but they are very helpful in indicating the need for a
further assessment.
Screening Tests Using Computer Games
Computer games such as Lucid and Smart Cat are attractive to children. The short games which
children play (on their own) on a computer allow their abilities to be measured, especially in the areas
in which dyslexic children struggle. These include short-term memory, reading, spelling, sequencing,
and non-verbal memory.
Computer games like these are convenient for giving tests to a lot of children - perhaps a whole class
- but should be seen not as providing an assessment of dyslexia, but as identifying children who may
need a further assessment by a psychologist.

Comprehensive testing by a psychologist
Psychologists operate either through schools or privately.

A pupil may be seen by a psychologist in school if the principal/headteacher recommends it and the
parent/s agree. The psychologist has to be paid by the school authority, and there are constrains on
the amount of money that is available for psychological testing.

Assessment by the school psychologist seems to be the method that works for the majority of children
in some countries, though we do hear of a lot of parents who are dissatisfied with the process. More
than one parent has reported that their school denied that dyslexia existed!

Some parents seek a private assessment by a psychologist. Although expensive, this is more
straightforward. It is quite common to pay around a thousand dollars (over six hundred pounds) for a
private assessment, but the costs seem to vary from one country to another. The assessment takes a
few hours, and a detailed report will analyze the child's strengths and weaknesses, which can assist
in defining a child's IEP. Although assessments are thorough, few psychologists provide detailed
recommendations for improving the child's learning skills. This is the responsibility of the Resource
Specialist teacher.

Whatever method your school decides upon for a child, all the recent research indicates that the
younger your child is tested the better: the sooner the diagnosis of dyslexia is made, the sooner the
child starts to develop the appropriate learning strategies and raise their level of achievement in
school.
Juliet Freud
June 2009

TEACHING PHONEMIC AWARENESS
To assess the skills needed I do a simple phonic spelling test. Where the group
are found to have similar needs we work together using a range of games and
activities. The children's individual needs are then targeted on their I.E.Ps and
worked on in a one to one situation. The learning objectives are then divided into three sections;
Learning and saying.
Identifying phonemes and spelling.
Recognising letters and reading.
To begin with I ensure the children know all the letter sounds beginning with the vowels. The children
particularly enjoy learning a 'vowel rap'. When they know it well they are keen to go back to their class
and perform it to the rest of the class. This helps build their self-esteem and confidence; they have
learned something their peers don't know.
We then continue learning individual letter sounds [phonemes] and consonant digraphs. The children
like to use these 'special' words and again take them back to class.
We then play games listening for phonemes and also their position in the words using a 3-,4- or 5-
phoneme frame, [depending on how many phonemes are in the words.] The children slide letter cards
in and out of the frame.
b a ck
Another activity that has proved extremely useful particularly when introducing children to the Ace
Dictionary is a phoneme count game. This has helped when listening for the syllables in words. It
makes the children listen carefully to the sounds and to count, clap or tap them out. When making the
sounds of the letters I encourage the children to hold their faces and feel the shape their mouth is
making when they are saying the sound. They also look at each other to see the shape their mouths
make. This then leads on to using rhythm and rhyme. They like the feel of the sounds on their tongue.
After working on a new phoneme we play 'I went to the supermarket game, which I have made
into I went to Mrs.M's room and found these words with. ? . phoneme'. The children
then think about and recall the phoneme we have been working on. As we go round the children must
concentrate and listen to each other in case anyone needs any help.
We then progress to looking for the letters making the sounds in short pieces of text [from a
photocopiable scheme specifically for this purpose] highlighting the words as they find the letter sound
or pattern we are looking for. The reading recovery scheme I use has texts that are phonically based
and we scan the texts/stories to look for and sound out the phoneme in question. Using a traffic light
system and blank cubes with appropriate phonemes written on them in red, orange and green. We
use 2or 3 cubes depending on how many phonemes are in each word. The children roll the dice and
the green lettered cube starts the word, the orange is the middle and red stops the word. They then
have to sound out the phonemes and decide whether the cubes have made a word or not.
Using magnetic letters on a large magnetic board and digraphs stuck together has also been a
success. The children have learned to listen to the sounds and have realised that by changing one
letter they can make another word.
By Sue Maddox, a student on the Dyslexia Certificate course.
Extended 'I-spy'
I decided to make a slightly different 'I Spy' game for my pupil, as she has a very short attention span
and responds better to games with visual clues.
I have made a set of pictures (I now have about 75 of them!) using the computer, so there are at least
two pictures for each letter of the alphabet. I have laminated these and cut them out.
I spread out about 6 to 8 of these at a time, on the table in front of the child. I then show her a letter
(one of the plastic ones we use for sequencing the alphabet).
We talk about what the letter says, what sound it makes, she used to need a lot of support with this
but can now identify each letter sound for herself. Next we look at the pictures, saying their names as
we identify them in turn so she can hear the initial sounds too, I then ask her if she can find something
on the table that begins with the given letter.
We then set the pictures out underneath the letters as we go. My pupil really loves this game and she
often requests the game as a reward at the end of a lesson.
I make the game as multisensory as possible, looking, listening, feeling the letter and writing it,
saying the letter sound.
Sometimes she takes it home to play with her Mum and brother and has also played it with some of
the younger children in the class, with my pupil as teacher! All in all a very successful game.
By Sue Shaw, a student on the Dyslexia Certificate course.
Posture and Pencil Grip
'After observing L.T. I could see he portrayed posture problems that were
affecting how he was writing.

L.T. writes with his right hand but was holding his head with his left (spare)
hand. He also would come home many days from school with complaints of
head and neck ache. He also positioned himself sideways on the chair whilst doing his written work.

Sitting down with him at the table I discussed with him my observations of how he sat to do his work
and showed him how to sit straight with legs to the front under the table. Then I got him to hold his
pencil with his right hand, his grip seems fine. With his spare hand I got him to hold his worksheet
which also was adjusted slightly to the left and told him to hold the page above the point where he
was writing.

With immediate effect I could see a difference in his handwriting being a lot clearer and neater. I
praised him for doing such a great job and encouraged him to keep this up with his "new" writing
position. He has not complained of head or neck aches since. A huge improvement has been noted at
school as well as at home and it is obvious that L.T. likes this positive attention. Hence he has not
needed to be reminded to use his "spare" hand.'
(C.E., Prince Edward Island, Canada, a student on the Dyslexia Certificate course)
Dyslexia Treatment:
Hints and Tips

In the treatment of dyslexia, a whole range of techniques can be used. Send us your methods,
little tricks you have developed, and other hints and tips you find helpful in teaching and
supporting a dyslexic child. (You may choose to remain anonymous.)

The Goldfish Room - Our Special Needs room is referred to by all as the
Goldfish Room on account of the tankful of exotic fish in the corner of the
room! Our special needs children are always happy to come, and the other
children even get a little jealous! (V.L., Hampshire, UK)

Helping with organization - It is clear that G has problems with organization by
looking at his desk or opening his locker where you will find loose papers and it is
impossible to find anything. During lessons G struggles to get organized and often
spends five minutes looking for his pen/pencil. The same theme follows through
with gym, when he can often be without an item of clothing.
At the start of each lesson I am now prepared with pens/pencils, which appear on
the desk when he is looking for his, like magic!
After talking with G I have taped a copy of his timetable onto his desk, so he can prepare for the
lessons ahead.
G also has problems with his homework, copying incomplete instructions. When possible a teacher
writes it down for him, or uses a handout. Instructions are left on the board in the same place each
day. Partners also check each others work. Feedback from this has been positive; more homework is
being completed correctly and on time. (R.L., Barcelona, a student on the Dyslexia Certificate course

Pupils highlight their spelling errors - One of my students used to sigh and
begin to switch off every time I mentioned her spelling mistakes, so I changed it
around and put her in control by suggesting she highlight any words she felt
might need checking. We looked at the ones she had highlighted and ignored the
other mistakes. It had a very positive effect on her attitude, as she was being her
own critic rather than the teacher. (V.L., Hampshire, UK)

Reading using a pencil - When I read with a dyslexic child I use a pencil ,
moving along under the words. The child may read a word incorrectly but if my
pencil remains on the word, he knows he has made a mistake and more often
than not he reads the word again correctly. (L.P., Cardiff, Wales)

Sound Hopscotch - Find an empty space large enough for a child to jump or run. Then,
you can draw a few boxes with letters on the floor using the chalk, like the example here.
Tell the child that you will call out the sound (not the letter name). For example, do you
have 'm', do you have 's'? The child has to respond by jumping into the correct box when
he or she hears the sound. Play until the all of the letters are done and rewards the child
each time he or she jumps into the correct box. Praise the child at the end of the game.
(Y. H. H, Malaysia, a student on the Dyslexia Certificate course )

Good News/Bad News - In the school where I work we have a "good news/ bad news" sheet. The
childs name is put on the sheet and they can be put forward for a prize from the "goodie tin" which
contains small sweets and small prizes such as notepads or pencils etc. Any pupil can be nominated
and for any reason: it could be arrival to the class on time with the right equipment, good effort,
drawing a good picture to go with an exercise in their book, etc. - nything that will emphasize their
strengths or good behavior. They come out of their class to see the Head of Learning Support and
she lets them chose the prize that they want, and gives them verbal praise. No child has yet been put
forward under the "bad news" heading. (J.D., Penarth, Wales)

Using Scotch tape - Sellotape - We used a number of multi-sensory approaches,
one of them Scotch tape/Sellotape. We have used this simple but very effective
material to make numbers and letters on the rug on the floor. It was very helpful for
my son to approach this method with numbers and letters he used to keep
reversing. The physical act of creating a number with the tape would jog his
memory every time he would have to write it on paper. (Y.Z., London, UK)

Famous dyslexic people - I did this exercise with all the nine children that I work with. I
took children out in pairs and allocated them a famous person. We then talked about
that person and what they became famous for and I pointed out some of the similarities
between the famous person and the children, e.g. Leonardo da Vinci was a fantastic
painter and that the two children I was working with at that time really enjoyed art and
found it was one of their best subjects! After we had a discussion about the person I
then asked the children to search the internet (under my guidance) to find pictures of
that person so that we could make a display that all the children in the school could
benefit from. The display contained different people that the children had heard of from all walks of
life, but particularly from areas that my children liked or excelled in ie: music, sport, art, etc. Each
famous person was given a speech bubble with a statement in it ie: I found this hard I struggled
with this, I took longer than my friends, I often wanted to give up, I couldnt understand how
everyone else found it so easy, Sometimes thing are in a muddle. Then in big writing the question
on a lift-up flap: What are all these famous people talking about? And underneath Reading. This
task not only made the children feel proud to be part of a display for the whole school but also showed
them that just because you struggle at school doesnt mean you cant go on in life and do well. (C.B.,
Surrey, UK) Famous Dyslexic People

Information for parents - I offered to find out for Louise's parents information about the nearest
Dyslexia Centre and local support groups, as I felt that talking to other parents of dyslexic children
would benefit, help and support the whole family. I rang up the local Dyslexia Centre. They sent me
details of their courses and local support groups which I passed on to Louise's parents. I also wrote
down relevant websites. A few days later Louise's mother eagerly told me that she had already signed
up for a two-day workshop at the local Dyslexia Centre. She said she found the websites particularly
useful as she was able to access the information when it fitted in with her. Because of her enthusiasm
I made several posters giving contact names and numbers, websites and the National Dyslexia
Association address and telephone number. I put the posters in the staffroom, on the parents'
noticeboard and in the school entrance hall. (J.E., Surrey, UK)

Say each word they hesitate on - Since the beginning of the school year I
have had reading groups each day, separating the class into small groups
in which the students are all reading about the same level. One group
(usually made up of 4 students) was struggling through each word. I tried to
coach them through the words to the frustration of everyone. After each
story, not one of the students could say what the story was about and they
could not keep their place while others read. I started saying each word they
hesitated on and instructed the parents and my helpers to do the same. As
a treat at the end of the session, I will read a page or two to them. It was
hard for me to overcome old habits, but there has been such a positive
change: I have had several parents tell me they have noticed their childs reading improving. I have
noticed the students are not asking to leave to go to the bathroom, get a drink or go to the office
because they dont feel well. They seem to actually enjoy the time and eventually pick the word up
when it is repeated throughout the story. (R.J., Oregon, USA)

Sitting at the back of the class - Jason tends to choose to sit near the back of the class. I noticed
that he screws up his eyes when trying to find his place on the whiteboard. Jason takes longer than
other children to finish copying from the board, making spelling errors, missing out words and whole
lines. Often Jason does not finish copying from the whiteboard before the work is rubbed off and so
he tries to copy from whoever is next to him. Sometimes his mother comes in to get the week's
homework spellings because Jason had not finished copying them from the board at the end of the
day. Jason told me he sat at the back because he didn't want to read out aloud or answer questions. I
made the teacher aware of Jason's comments and my observations and she is going to encourage
him to sit near her in class. (J.E., Surrey, UK)

Copying from the board - Tom is a slow writer: very often he cannot
copy down all the homework from the board. He says that his teacher
writes the homework towards the end of the lesson. She also writes in
cursive handwriting. He has difficulty with understanding everything
written down on the board and then copying it. When he gets home
he cannot understand the exact homework to be done, so his
homework is incomplete or not done. I spoke to his subject teacher
and explained to her about his problem. Now she gives the homework
early on in the lesson, so that he has enough time to note it down and
also ask any questions about it, for example, if he does not
understand her handwriting or the content of the homework. (L.T.,
Mauritius)

Teachers Can Email Homework - It is best to provide handouts for homework. You
dont even need to single children out here and make them seem to be getting special
attention - you can provide everyone with a handout. Perhaps photocopying is a
problem in some schools so I email homework to my students to save paper. (S.D.,
Mexico City)

Reading a part in a play - Mark desperately wanted to join in and read a character from a play during
an English lesson but didnt have the confidence to do so. I spoke to the English teacher after the
lesson had ended and arranged it so that he could take the book home and practise reading with his
parents. At the next English lesson, he read with confidence. He said he had thoroughly enjoyed
participating and had a great feeling of achievement. (N.A., Kent, UK)

Fishing game - Sam and I use a 'Fishing Game' to learn new words. Newly learned words are written
onto cards shaped like fish. A paper clip is then attached to each card. These cards are later strewn
into a large cardboard cover (this is the 'pond') Sam holds a rod with a magnet tied to the end of the
line. When the game starts, his job is to catch a 'fish' and read the word written. He keeps the 'fish'
when he correctly reads the word. (M.H.C., Singapore)

Interactive whiteboards - At the school I teach in, we have interactive
white boards in each classroom. I have found that along with all the other
benefits of these, an added bonus is when it comes to copying from the
board, I can simply print the screen for those who find this difficult. This
has also been useful when homework needs to copied down, it is quickly
and legibly able to be put into their diaries! (R.D., Suffolk, UK)

The Reading/Book Corner - Reading in the wrong environment can seem
so daunting to a dyslexic child. Our Reading/Book Corner has been designed
by the pupils themselves, with comfortable seating, colourful posters and
essentially a screen separating the corner from the rest of the class. The
brightly painted bookcase holds carefully selected reading material,
categorised and labelled by the children themselves. They have mutually
discussed and agreed rules including 'No Noise'! It is their own space, a safe,
comfortable, and peaceful area, where they can read without feeling ridiculed. This corner is used for
independent reading, peer reading, and Small Group Discussions, providing an excellent 'chill out',
relaxed, environment.(S.D., Kincardineshire, Scotland)

Telling a child the words they cannot read yet - I was hearing Peter read and telling him any words
he hesitated on. Peter made a deal with me that I will only tell him the words that he genuinely had
problems with. He would tap my hand and I would read him the words he had a problem with. (H.N.,
New Delhi, India)

Saying numbers out loud - I was helping a class once, the class teacher did
not allowed anybody to make any noise in the class including me. I was
working with 2 children at the time, I could see their frustration at not being able
to talk about what they were doing. I asked the class teacher to allow me to
work with the 2 children out of the classroom. When we were working outside,
the children looked relaxed and were able to do the sums because they could verbalise what they
were doing. Dyslexic children learn through multi-sensory best in all situation, they need to use all
their senses when learning, so it is always good to provide them with multi-sensory learning. (M.P.,
Singapore)

Multi-sensory letters - Last year I worked with a child who had difficulty
remembering the formation of some letters. He became angry, cried and was
frustrated when he could not remember what certain letters looked like and how
to write them. I provided him with lots of tactile objects, e.g. pipe cleaners,
plasticine, ribbons, clothes, sponge, etc. We worked on one letter a day: he
chose one object, e.g. a pipe cleaner, to make the shape of the letter, and glued
it onto a cardboard book, which I had prepared earlier. I got him to feel the shape of the letter with his
eyes closed, say the sound of the letter and asked him to write it on the same page. We worked on
the project for a few weeks and every day we started the lesson by getting him to feel the letter. Each
letter was shaped from different materials, so it helped him to remember better. After a few weeks, he
could match the sound to the letter and write it correctly. (M.P., Singapore)

Resource class - Many teachers report the embarrassment dyslexic
children experience going to the resource class or withdrawal group.
However, if children enjoy the range of activities - games, matching, etc -
they take part in when in the resource class, along with all the praise they
receive, the children will enjoy going, and the other children in their class
may even start to feel a little envious of them. (John Bradford, Direct
Learning)

Tray game - For this game you need alphabet letters and an assortment of objects. Place one object
at a time on the table, together with a selection of letters, one of which is the initial letter of the object
(e.g. a plastic dog - with the letters 'a', 'c', 'd', 'h', 'm'). The child must find the letter whose sound the
object begins with. Alternatively, you can put out one letter and five objects, the child having to pick
the object beginning with the letter. This game can include the use of consonant blends and digraphs
as initial, medial or final phonemes. (D.P.M, Bedfordshire, UK)

Reading with a teenager - Use functional reading activities to motivate your
teenager to enjoy reading. Reading the television guide together to find their favourite
programs, reading shopping lists or diaries to help organise their time - write letters to
each other to give out chores in the home - use humor and make the chore of reading
fun! Talking books are also a great way of encouraging the enjoyment of stories with
accompanying books that you can read to them, and share together once the young
person becomes more familiar with the story. (S.C., Bexhill-on-Sea, UK)

Making a window - one of my strategies for helping students improve their visual skills during reading
is to cut a piece of paper as a window the size of one word. I then expand it as the student improves
and so on till s/he is able to read a full sentence. (J.B., Oman)

Sending home a reading book the child already knows - I
have found that a good reading experience for homework is
sending home a carefully chosen book, which I have used all
week for the Literacy Hour. In class the child has had a whole
week of fun activities and sensitive support based on and using
the book. If the learning experience has been pleasurable, they
enjoy sharing the story - which they have become familiar and
confident using - with their family at home during the weekend.
(J.D., Bexhill-on-Sea, UK)

Using a Spidergram or Mind Map - The boy I am working with found creative
writing in the literacy lessons extremely difficult and tended to get frustrated and
anxious about writing his own stories. Using a writing frame helped but I found that
drawing a simple Spidergram/Mind Map of his ideas first helped tremendously. He
could see clearly all of his ideas and could decide which ones he wanted to use
and which he wanted to get rid of. He could then transfer his chosen ideas to his
writing frame to give structure to his story. Using the spidergram/mind map and
writing frame allowed him to visually see his ideas without trying to remember them
in his head. (K.H., Berkshire, UK)

A specific learning condition - I explain to parents what we mean by a 'specific learning condition'
(rather than a 'specific learning difficulty') and why, as a school, we prefer not to use difficulty in the
description, as this can be seen as negative, as a hurdle or barrier rather than a challenge. (P.H.,
Shropshire, UK)

The 'bed' trick to help with 'b' and 'd' - My dyslexic students
have learned to do the 'bed trick' when confused with b/d. They
have learned to make the letter b with their left hand (forefinger
comes to the thumb to make the circle of the b while the other
fingers are straight) and their right hand forms the letter d using
the same method. Initially I taught them they could imagine the 'e'
for the word bed between their right and left hands. Quickly they
learned to apply this method on their own. Now when a student is confused with a b/d, if they do not
do the bed trick on their own, I just ask them to do the trick. When prompted to do the trick they
quickly realize they have been using the wrong letter and can determine the correct one! . (Cathy,
Columbia, Missouri)

Helping with confusion over 'b' and 'd' (1) - A strategy I have used successfully is to give individual
pupils blank flashcards. They are asked to draw a picture of something they like or identify with
beginning with d and b for example a dragon to illustrate the d card and a bear to illustrate the b
card. (The letters d and b are also clearly written on the appropriate card). Pupils can keep these on
or in their desks to refer to when needed. I have also used this strategy successfully with the vowel
sounds. The pictures drawn are personal and individual to each particular child, often reflecting their
own interests such as foods or animals for example. (J. D., Bexhill-on-Sea, UK)

Helping with confusion over 'b' and 'd' (2) - Two young dyslexic children in my class were
constantly confusing the letters 'b' and 'd', so I decided to try a tactile, kinetic and visual approach to
see if the problem could be alleviated. I gave them some plasticine to make the letter 'b' (tactile); I got
them to draw a large letter 'b' on the carpet using their whole body (kinetic) and lastly, I wrote 'bed' on
a whiteboard with someone lying on it and then showed the boys how to hold up their fingers and
thumbs to make the word 'bed', but omitting the 'e'. Providing the children with a multi-sensory
approach to distinguishing the letter 'b' from 'd' seems to have done the trick, and now there are very
few instances when these letters are confused. (D.M., Bedfordshire, UK)

Helping with confusion over 'b' and 'd' (3) - John, an 8-year old boy,
usually confuses "b" and "d". His classroom teacher agreed to John and
me working together for 30 minutes every day. I asked him how he felt
about the idea of trying out something new and exciting that would help
him with those "bs" and "ds" . He was eager to see what this was all
about.
I asked him, what the sound "b" reminded him of. He immediately said:
"Something very soft and fluffy." So we got a big piece of artificial fur,
sat down on the floor and he cut out a big "b" (approx. 40 cm). I let him
do the cutting out himself to involve his kinetic memory. He enjoyed doing that very much. I then
made him run his fingers over the "b", with closed eyes, with open eyes as to involve his tactile
memory.Then, while running his finger over the furry "b" we together made the sound.
In the next session we first spoke about the "b" again. How he had felt when he touched it, what he
had thought of while touching it. It was fascinating to see, that while talking about the "b" John was
tracing the shape with his finger on the table without being aware of it. I showed him how to form the
letter "b" with his fingers (visual memory) as well and he loved it. This was to be his new secret
alphabet that only he could understand he said. We repeated this routine with the "d", which to him
sounded like something hard but not as hard as steel. So "d" was cut out from a thin, smooth piece of
wood with a little saw ( 50cm). Again he could do this himself. He ran his fingers over the "d", we
made the sound and I showed im how to form "d" with his fingers, which thrilled him. I used the
example of the word "bed" on a card and John told me that he could now really remember well,
because the soft "b" is where the pillow is in bed is and the hard "d" is where the wooden frame
sometimes touches his feet. He now doesnt confuse "b" and "d" that often anymore. (L. G.,
Germany)

Helping with confusion over 'b' and 'd' (4) - As the child is reading or writing, in order not to
confuse the letters b and d, they use their hands (below the desk if at school) by making the "thumbs
up" gesture. They say the alphabet (if they are young), and from left to right, their hands have formed
the correct letter, first a, b, c, d . The older children just need to see it visually and they can write it
correctly. (J. F., Athens, Greece)

'Reading Buddy' - Each day after lunch the first 15 minutes
are quiet reading time, when the teacher can hear readers
and the children can settle down after lunch time! We use a
Reading Buddy idea, where children pair up and take it in
turns to read a page/paragraph to each other. We also use
audio books and headphones which allow the poorer readers
to read the same books as others in the class, when doing
an author study. (Rebecca, UK).

The Golden Rule for reading - I asked A.Ps. mother to come and listen
to him read, while I watched. She started by trying to get him to sound out
all the difficult words. It was plain that A.P. was loosing the meaning of the
text, by the nature of the attempts he was making. Then I told her about
the Golden Rule for hearing a child read - 'Tell the child the word if he
hesitates for more than one second, and come back to read the book
again the next day'. She then went back over the paragraph and told him
the words he didnt know as he read. The story flowed and at the end of
the chapter A.P. wanted to carry on to find out what happened next. A.Ps.
mother was pleased as she said she really dreaded their reading time, as they quite often ended up
fighting! (G.K., New Zealand) [Full details of using the Golden Rule for reading are to be found in the
Dyslexia Certificate course - Ed.]

Sight, sound, touch and movement - The young children at my school are introduced to sounds
and letters by drawing them in the air, in sand, making them out of playdough and treasure hunting
the classroom for items beginning with this sound. This involves sight, sound, touch and movement
and gives the children a greater range of memories to use. This is the policy for all the children, but
obviously benefits dyslexic child! (R.T., California)

Which font face? I produce worksheets in Comic Sans or Century Gothic fonts as these have the
same a and g as the children are expected to use. However, the most generally used font outside
school is Times New Roman and they will encounter this in reading and reference books at school.
(Troy, Ohio)

Have you got your mouth ready? - When I take A.P. for reading and he
gets to a difficult word I always say to him, Have you got your mouth ready.
That seems to help him to look at the first sound of the word. When I first
started with A.P. he would more often than not say the final sound first. I
asked him if that was what he actually saw when he looked at a word. He
said it was, so I tried a strip of paper under the line of words. That didnt
help. In the end we found that if I pointed to the beginning of the words with
a pencil, then he would get his mouth ready for the sound. In this way we have trained his eyes to
look at the first sounds and not the end sounds. With using phonic prompts, especially learning the
short sounding vowels, this has really helped A.P. to decipher the difficult words with confidenc. He
knows now that he can help himself! (G.K., New Zealand)

Cloze procedures - I find using cloze procedures helpful as the stress of spelling correctly is
removed. I have produced interactive cloze procedures, where they can lift and drop the words into
the correct places and then print off their completed work. They particularly enjoy this but it can be
time consuming to setup. (Mary D., Australia)

Letter sounds and colors - Teaching a child with many difficulties, including no knowledge of color
names, I taught her letter sounds and colors at the same time, by making large fabric letters. S (her
initial letter) was silver, soft and shiny, with a squeaker inside it. B was big and blue, covered in
bubblewrap and enclosed a bell Red was rough and raggy, patchwork, enclosing a plastic bag that
rustled.... Yellow was more difficult: yummy yellow sweets were the answer.... G - green grass of the
type used in shop displays.... After she had the idea, other letters needed less specific teaching, and
went in with more conventional letters, covered in objects she found in catalogues. (Alis, Wales)

Stevenson Language Program - I use the Stevenson Language Program which incorporates visual
cues such as a snaky s, fins on a fish are made with f's, a rope is made in the shape of an r, etc. This
program also focuses on phoenimic awareness. (N.N., Bartlesville, Oklahoma)

A special folder - Each of the dyslexic pupils at the special school where I work is issued with a
folder containing all the materials they need to be able to work and self correct as independently as
possible. Each folder includes: colored overlay, reading window for tracking text, alphabetical list of
high frequency words, helpful word lists such as days of the week etc, picture and letter cards for
commonly confused letters b-ball etc, picture timetable for each day to enable students to organize
themselves. The folders contain many other bits and pieces designed to make their lives easier.
Pupils are encouraged to graffiti or decorate their folders in order that they are not seen as 'thickie
folders'. My dyslexic pupils can now quietly look in their folder for the resource they need without
having to ask for help. (L.H., Warwickshire, UK)

Remembering left and right - One of my pupils has difficulty remembering the difference
between left and right. To over come this problem, I gave him two different ideas to
remember. 1. When trying to remember his left hand side, I tell him to hold up both hands,
palms pointing away from his body, with thumbs pointing out to the side. The hand that
makes a L shape is his left hand. 2. To remember his right hand side, (he is right handed)
he must remember that the hand that he uses to write with, is his right hand. (G.H.,
Leicestershire, UK)

Avoid distractions - Students with dyslexia often find the normal hum of classroom activity extremely
distracting. Even the most unavoidable sounds catch their attention and draw their minds away from
their schoolwork. So it is very important to find the right spot within the classroom for the student.
Once this has been achieved then the lesson can begin. (J.T., West Lothian, Scotland)

Writing in cursive - I have cut pieces of screen and taped the edges
with duct tape. When a child has a problem writting a letter in cursive I
write that letter on a piece of paper, put it under the screen, and then
have the child trace it several times. Then I put a piece of paper on top
and have the child write the letter with a crayon. There is a little
resistance that adds to the sensation of writing. The kids love it. (S.S..,
Lauderdale)

Lesson withdrawal time - As a school we are careful not to withdraw dyslexic children from lessons
in which they are strong or particularly enjoy. RT approached me one day and asked if his lesson time
could be altered as his timetable had been changed and his one-to-one with myself clashed with art,
his favourite lesson. I then approached the class teacher and together we came up with an alternative
time. (L.B., Essex, UK)

'. . . a quivering wreck . . .' - I work with one child who becomes a quivering wreck during the weekly
spelling test in class, and can be in tears before he has even been asked to spell the first word.
However, quietly withdrawin
.
TEACHING METHODS
LETTER AND NUMBERS WRITTEN BACKWARDS
Andrew reverses b/d, p/q and several numbers. His reversals are not consistent. He
has difficulty with sequencing tasks in general, and with directional/positional
concepts.
In addition to 'tracing' with his finger in the air and on carpet squares, he is using water brushes
(painting with clear water) to write letters very large on the chalkboard.
He is also using sidewalk chalk to write letters very large on the driveway.
When he writes on the chalkboard, I have him erase his letters by tracing them in the same motor
pattern as he wrote them. The erasing leaves a negative shape on the board and then Andrew traces
that with his writing finger.
Since we cannot always face the same direction when we do our writing, Andrew wears a friendship
bracelet or a watch on his left-hand and I place a green dot (for Go) in the upper left hand corner of
whatever writing surface we are using.
One very successful activity is to have Andrew write the letter or number we have practiced on
unlined paper with his eyes closed. He always gets it right and is very pleased with himself.
Jo Ann Palmenti
(Jo Ann is a student on the Dyslexia Certificate course.)
TEACHING METHODS FOR DYSLEXIC CHILDREN
The outstanding teachers of dyslexic children have something in common:
they see themselves and all the children as interesting, worthwhile, capable,
trustworthy people who are eager to learn.
Each one of them sees each child in a positive way.
Not one of these teachers ever comes to school empty-handed! They bring
things that they themselves consider interesting. Somehow they impart this interest to the children.
This is not an isolated 'Show and tell' time, done to relieve the regular curriculum. This is the
curriculum!
We all need to be appreciated and you will be enthusiastically greeted and appreciated if you become
known as a person who brings a piece of your outside world into the school each day.
We need to resist the temptation to lecture about it. Use it. When a child asks what it is for, say,
'Watch!' and go on using it.
For these children, the brain is not neatly divided into two areas, which can separate and deal with
stimuli. Mixed dominance is characteristic of dyslexia. For a person with mixed dominance, merely
listening, reading and writing do not accomplish learning effectively.
There is a greater need to bring another skills, activities involving body movement, touch, taste, smell,
color, patterns and self-expression.
Learning is not talking and listening, it is doing! Unless these children are involved with all their
senses they are apt to lose interest.
The process of learning is not just logical, it is sensual. It is
up to us to see to it that the stimuli we present have personal
meaning.
We must bring the real world into the classroom. We can let
the children do something, and then see if we can help them
generate a personal reaction, which can be written down.
There is no love in workbooks and no personal meaning in a
sentence made up by the teacher and copied off the
chalkboard by the children. In essence, a holistic approach is needed to ensure that the best possible
attempt has been made to ensure the fullest level of understanding.
Because dyslexia can affect many areas of language and thus it can have an impact on all subject
areas, teachers must be aware how to present information, how to help students interact with
information and how to evaluate acquisition of information.
When we teach students with dyslexia we cannot forget their learning style, to involve the student and
as much as is possible use multi-sensory teaching methods and have a varied teaching.
We need teach students to use logic rather than rote memory because as we know short-term and
long term memory is a common area of weakness for dyslexics although most of them have o good
intelligence.
Present material sequentially, start from the very beginning and build slowly, step by step.
People remember best when facts and experiences are connected with one another and when the
material was present in small units. 'Less is better'.
Then encourage students to practice, practice and every time you start a lesson make a review.
Another aspect of importance one must be consider is to help students organize time and space. Be
aware of the emotional climate, individualize instruction, related subjects and the most important
thing, enjoy and laugh a lot.
All of these principles are simple and basic, but they are also very powerful. They will allow you to
open the windows of success.
Maria Filomena Teixeira da Silva
E-mail: mfilomenats@aol.com
(Maria is a student on the Dyslexia Certificate course.)

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Dyslexia in children is the commonest cause of learning difficulties for

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