Do you have a dyslexic child? If the answer is yes, then you know the challenge that comes with caring for them and educating them as well. This is why you would have to employ certain techniques to make sure that the child may be able to read as well as can be expected from children with such conditions.
Fortunately for you, here are some useful tips on how to teach a dyslexic child to read sight words. However, before we go any further let us first define what dyslexia is so that we can understand why we need to learn new ways of teaching our dyslexic children have to read.
Dyslexia refers to a general term that denotes a disorder when it comes to reading letters and words thoroughly. Children with dyslexia often have difficulty interpreting the words that they see which can sometimes lead to miscommunication problems especially to those who are not aware of the child’s condition.
To combat this problem, you have to educate your child using different techniques as much as possible. Take needs that can make it easier for him to understand what he is reading and how to pronounce it correctly.
In answer to this predicament, we have prepared some tips on how to teach a dyslexic child to read properly. Here are some of those tips as follows:
7 Tips to Teach a Dyslexic Child to Read
1. Spare No Detail
First, you have to go into full detail when telling a story or reading. A child that has dyslexia sometimes has difficulty understanding individual words and concepts. Therefore, when discussing this story, make sure to describe every single detail that you can about the main character.
For example, if she has red hair, try to be as descriptive as possible regarding the red hair. This will teach your child to understand what the word red means. Once he understands the meaning of the word, you will eventually be able to learn about it much more easily.
2. Take Note of Your Pronunciation
If you’re going to teach him or her how to spell, make sure that you read the word or letter that you are teaching out loud while showing the letter to him. After this, you can teach him the proper pronunciation of the word as well.
Make sure that he or she sees how you pronounce the word or letter that he sees on the page. This way, he will be able to associate the pronunciation with the letter or word that you are trying to teach him or her.
3. Use Mnemonics
Another thing that you can do to teach a dyslexic child how to read is to make sure that you create a memory aid. These are what you call mnemonics. It will help the child remember essential words he may find challenging to understand at first.
Try to find any object that you can attach to the word for your child to remember. Sometimes, it would also help to compose a song about the word you’re trying to teach. Either way, you should find a way to make it easier for the job to remember the words as soon as possible.
4. Be Creative
Dyslexic kids will be able to remember the words more easily if they can associate it with a colorful picture or someone with an even brighter personality. You can do this by following the steps below:
You can write a practice word down on an index card. After this, you can ask your child to draw on it. Use this particular drawing to introduce the word to the child. You can read it out loud so that he or she could see and hear how you pronounce the word correctly.
As soon as she can read it on her own, try using another index card with the single word on it.
You can also use different colors when introducing words to children. That way, they will be able to associate color with certain words.
This goes into the next tip which is to employ the different kinds of senses that the human body has.
5. Utilize the Different Senses
According to research, children with dyslexia can learn faster if they can use different senses while learning. You can use pop up letters and allow your child to touch them while teaching them how to read.
By doing this, you will teach a child how the different corners of the letter feel. Once he or she remembers how it feels to touch the letters, she will then be able to write it down without difficulty. Eventually, the child will also be able to say it out loud.
Just make sure to show your face when you are trying to pronounce the word so that he can understand what he is trying to say. This way, he will be able to hear you say the words while seeing your lips move.
6. Memorize the Word
Ask the child to look at the word intently. Now, you can easily make him remember the words in his mind. Tell your child not to forget the word in his head. After this, you can take the card away.
Now, you can ask your child what letters she would see in her mind. Inquire how many letters she sees if she counts. If we’re dealing with a word, you should make the child remember the letters that she indeed saw first in the scene.
What are the letters or vowels that he or she sees? If she can visualize the word, she may yield more clues as to how you can help her as a dyslexic child.
You can also ask your child to write the words themselves. Of course, this comes after rigorous hours of training on how to read and write. Now, this would not be done in just a few days. You ought to be patient enough to wait until things happen for your child.
Make sure to practice some crucial words that you encounter with your child outside the home. This way, he will be able to associate the words that she is required to practice with a tangible memory.
It’s always easy to learn more when you can attach memories to the tangible things that you enjoy doing.
7. Explore Where the Word Came From
Learning more about the history of the word being used would be a great teaching tool for the child. Once they understand the origins of the word, he or she may end up doing more research on his own. If this happens, if he will not only learn about the practice word itself, but also about many other things regarding History and Geography down the line.
These are just some of the many ways for you to teach your child how to read if he or she is dyslexic. Always remember that they are not slow learners. These children just have a different way of learning about words.
Using words accompanied by pictures can make it easier for a dyslexic child to read. By keeping this in mind, you will be able to help the child develop down the line.
Help connect letters and sounds by engaging the senses, like writing a word in shaving cream while sounding it out.
Say a long word out loud and tap out each syllable. This can help readers focus on and remember each syllable.
Instead of reading word by word, try pausing between short, meaningful phrases: “The gray cat / jumped / on the red ball.”
Help readers hear subtle differences by making or buying a phone-shaped tube to amplify the sounds as they read aloud.
Use free tools that read text out loud. Audiobooks and text-to-speech (TTS) can help kids become better readers.
What’s the best way to teach kids with dyslexia how to read? The most helpful approach is called structured literacy. This way of teaching reading is:
Systematic: Reading skills are taught in a logical order. Kids have to master the basics before moving on to more complex skills. Example: A teacher makes sure kids can blend two letter-sounds before asking them to find those blends in words.
Explicit: Teaching is clear and direct. There’s no guesswork. Example: A teacher points to each letter in the word sit and says, “The first sound is /s/, the next sound is /ĭ/, and the last sound is /t/.”
Diagnostic: Teachers constantly assess students to make sure they’re mastering concepts before moving on. Instruction is individualized. Example: After working on blending sounds, a teacher notices one student needs more practice.
Structured literacy helps all kids learn to read. But it’s extra helpful for kids with dyslexia, who often have trouble with the basic skills of reading. Structured literacy helps kids build a solid foundation so they can develop more advanced reading skills.
See a structured literacy lesson for grade-schoolers and middle-schoolers.
Structured literacy focuses on six core skills needed for reading:
Identifying the sounds in spoken words
Connecting sounds to letters
Dividing words into syllables
Studying meaningful parts of words, like prefixes and suffixes
Understanding sentence structure and the order of words
Understanding the meaning of words and sentences
Kids with dyslexia often have trouble with the first two skills — breaking down the sounds of language (phonological awareness) and matching those sounds with written symbols (decoding).
Many structured literacy programs use sight, sound, movement, and touch to help kids connect spoken language to written words. Here are three examples:
Orton–Gillingham: Kids see the letter s, say its name, and sound it out while writing it with their finger in shaving cream.
Wilson Reading System: Kids tap out each sound in a word with their fingers and thumb.
Barton Reading Program: Kids use color-coded tiles to build words with yellow vowels and blue consonants.
Engaging different senses can help make the information “stick.”
Some schools use structured literacy as part of their regular reading program or as part of special education. Some families hire tutors to provide extra instruction.
Whatever route you take, be sure to have frequent check-ins with the school. With the right support, kids with dyslexia can learn to read.
About the Author
About the Author
Julie Rawe is the special projects editor at Understood.
Bob Cunningham, EdM serves as executive director of learning development at Understood.
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Dyslexia, or developmental dyslexia, is a condition in which a person has difficulty with word recognition, reading, writing, and concentration. Researchers estimate that up to eleven percent of school-aged children in the United States have some level of dyslexia.
If you have a dyslexic child, there are many things you can do at home to help him or her, starting with gathering as much information as you can about dyslexia. The more informed you are, the more you can do to help. Here are some other ideas to consider when dealing with a dyslexic child:
Provide emotional support by building a positive atmosphere. A dyslexic child often feels anxious and needs frequent reassurance from a loving parent. Make sure you encourage him through the difficulties and build his self-esteem by providing him with chances to shine in other areas outside the academic environment. Play up your child’s natural abilities, be they sports, art, or video games. Emphasize the importance of other skills and make sure your child understands that grades are not the ultimate measure of his value.
Focus on reading as a game rather than a chore. Read to your dyslexic child every chance you get, from traffic signs to labels to books and magazines. Point out new words and make spelling them part of the game. There are many books available that emphasize alliteration and rhyme, and they can be an excellent addition to your household. Above all, become a role model by showing your child that reading is enjoyable.
A dyslexic child usually needs more attention and help with homework than other children do. A dyslexic child also needs more frequent breaks. Pay attention and encourage “breathing time” when you see your child starting to get anxious and overly distracted. Use these breaks to play word games or encourage other activities, but don’t overdo it. Too much extra work can make a child with dyslexia feel overwhelmed and result in frustration and resentment.
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We found a program that explained explains the seven main reasons some children have difficulty learning to read. The program is “Easyread by Oxford Learning Systems”. This is an online program that helps struggling children learn how to read. (It has a 96 percent success rate as well as a guarantee) It is especially optimized for dyslexic children and highly visual learners.
This program has helped our two children by using lessons that are less than 15 minutes per day, four to five days per week. I wholeheartedly recommend this program! Bhutan January 27, 2011
SurfNTurf – I have heard of that program. It is supposed to be really good.
I know that my friend’s son had a problem with dyslexia and she took him to Lindamood Bell. It is a center that offers remedial instruction for children that have difficulty learning.
They offer a comprehensive exam and then tailor the lessons in order to develop the child’s reading and math skills.
My friend’s son attended Lindamood Bell for about a year and he now reads at grade level even though he had difficulty learning due to his dyslexia.
Mutsy – Wow what a nice message. I have to say that there are programs for helping a dyslexic child.
Audiblox is a cognitive development program that you can use in the comfort of your own home with your child that will help with the cognitive processing problems of letter and number reversals.
The program costs $280 and includes a manual with seven programs along with blocks and a CD to use with your child.
The program is available for the school market as well. mutsy January 25, 2011
I agree that many dyslexic children can develop into successful students. I saw a movie about a true story about a student who struggled with dyslexia in medical school.
He eventually was able to graduate from medical school and become a doctor. It was such an inspiring story and really proves that there are no limits to what you can achieve.
7 Ways to help dyslexic children succeed
Posted Feb 07, 2010
7 Ways to help dyslexic children succeed
1. Full discloser is the order of the day
It has been my experience that children want straight answers to what is happening with them and why. Educate yourself on dyslexia, and then share what you have learned with the child. If a child is left to his or her own devices to figure out what is wrong, the chances are what he or she comes up with will be worse than what is actually happening (i.e. ‘I’m just stupid’ or ‘my brain is broken’). Educate yourself and your child to demystify the situation.
2. Reinforce strengths
The average child spends a tremendous amount of time mastering how to read and write. If a child has learning challenges, this time can become associated with struggle and defeat. It is critical that you find alternative ways for this child to experience success. Be attentive and aware; seek out the child’s strengths and magnify them. Keep in mind that a child may look to you as a barometer of their overall worth. Remember that a child’s strength may not always be a traditional strength like sports. It may be more unique, such as Lego construction or being a good friend to others.
3. Reading is hard work– at least make it interesting
Dyslexic children might not like the reading process but they can really like the content. Finding passages that relate to the child’s interests can make the experience more enjoyable. For example: If a child has an affinity for All Terrain Vehicles (ATV’s) then take pages from ATV magazines and watch the motivation levels rise.
4. Provide current role models
Everyone has seen the black and white picture of Albert Einstein with his hair standing on end that has been associated with dyslexia. I feel it is harder for children today to draw self-confidence from someone who died in the 1950’s, even though he is a great role model. Give them modern-day dyslexic role models: Orlando Bloom, Jackie Chan, McDreamy himself, Patrick Dempsey, and don’t forget some ladies too: Selma Hayek, Jewel, Whoopi Goldberg. Keeping it current can keep it real for children.
5. Assistive technology
Buying a child with dyslexia a computer is not giving them assistive technology. Adding Dragon Naturally Speaking or Kurzweil 3000 and working with them until they master using the voice recognition software is a step in the right direction. Let’s face it. For dyslexics, the ability to have your computer read an email aloud and transcribe your response is an assistive technology home run. I’m not saying to stop trying to teach your child to read. A good balance of hard work and help can ensure better productivity in school and life.
6. Multi-sensory approach to learning at school or home
There are schools which I refer to in The Power of Dyslexic Thinking as ‘pockets of greatness.’ These are schools around the country that use a multi-sensory approach to teach children with learning challenges. If you cannot afford to send a child to schools such as Churchill Center & School in Missouri or Currey Ingram Academy in Tennessee then maybe you can find local tutors trained in the same methods that these schools use. Some of these methods include the Orton-Gillingham, Slingerland Approach or Wilson Reading System. Look online for local tutor-locating search engines.
7. Provide accommodations
Early intervention provides the greatest chance of success in reading fluency. Remember that preserving a child’s self esteem intact is the most important factor in his or her surviving and thriving in the classroom and life. For this, I offer the accommodation list I used myself: Oral test-taking, classroom note-takers, people reading written assignments onto a recorder, audio books and un-timed test-taking. Focus on what it will take for a child to learn in his or her class tomorrow and you both will live to read another day.
In service to children,
The article you just read was a contribution I made to SheKnows.com. To see the article on SheKnows.com click this link 7 Ways to help dyslexic children succeed
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When people hear or think about the word “dyslexia”, the first thing that comes to mind is reading problems. However, students with dyslexia often struggle with writing as well. Spelling, grammar, punctuation and sequencing can all be pain points with dyslexia.
One of the best things about homeschooling a child with dyslexia, though, is the option to offer 1:1 instruction and try multiple dyslexia writing strategies. Once you find the one that best helps your child improve their writing skills, this can greatly boost your young writer’s confidence.
Parents wondering how to help a dyslexic child write are usually curious about curriculum. Discover why online writing programs are often so effective for students with learning differences and about the features of Time4Learning’s writing curriculum that work especially well for these writers.
Can People with Dyslexia Write Well?
Although normally thought of as a reading disorder, dyslexia can also affect writing. Yet, that isn’t necessarily a bad thing. Some of the most celebrated authors in the world have (or had) dyslexia, including:
- John Irving
- W. B. Yeats
- Jeanne Betancourt
- George Bernard Shaw
- F. Scott Fitzgerald
- Agatha Christie
When queried about their learning difference, many of those authors report it actually improved their writing because it forced them to think more creatively.
Dave Pilkey, author of the Captain Underpants series, speaks about his dyslexia this way: “When I was a kid, comics were sort of my way of connecting with my classmates. I was often separated from everyone in my class… it was very tough, but comics and telling stories and being creative, that was my way to stay connected with everyone.”
Writing and Dyslexia
Students with dyslexia are commonly reluctant writers. Not only do they often struggle with the type of organizational skills that are required to plan out a composition, they also can have major difficulties transferring their thoughts into writing.
Consider how many distinct skills the task of writing requires:
- Writing in complete sentences
- Using proper spelling and grammar
- Choosing a topic
- Planning out a draft
- Creating a draft that is clear and readable
- The ability to detect errors in your writing
- Knowing how to edit and revise a written draft
It’s easy to see how many of these writing skills could be challenging for a child or teen with dyslexia. In addition, many people with dyslexia have a co-occuring disorder called “dysgraphia,” which is an impairment in the ability to write by hand. Learning keyboarding as early as possible can alleviate some of the frustrations of dysgraphia.
Although dyslexia presents challenges for students, it also bestows some distinct and wonderful gifts. Discover these 10 learning strengths of students with dyslexia.
Writing Strategies for Dyslexic Students
Many people with dyslexia show a strength in visual-spatial learning. As with reading, you can help your student with dyslexia improve their writing by using visual aids to help them connect words with objects or scenes. Mind mapping is an example of a visual technique that helps many children with dyslexia organize their thoughts before beginning to write.
Additional dyslexia writing strategies include:
- Identifying assistive technology tools that could remediate the specific challenges for your student such as word prediction programs and speech recognition software.
- Encouraging your young writer to focus only on content in their first draft; grammar and spelling can be edited in later drafts.
- Using writing rubrics to aid your homeschooler in identifying errors in his/her writing.
Online Writing Programs for Dyslexia
Because of the difficulties they often have with handwriting and transferring thoughts into letters and words, writing programs that require paper and pen are usually a poor choice for students with dyslexia. Certainly, elementary students need the fine motor practice that handwriting instruction offers, but composition will likely be more successful via keyboard.
For that reason, many homeschoolers choose to use an online writing curriculum. Not only does a web-based writing program allow students to type their assignments, but it usually provides an interactive and multi-sensory approach that fits the learning needs of students with writing issues.
How Time4Learning Writing Helps Students with Dyslexia
Time4Learning’s built-in, online, customizable writing program for elementary, middle, and high school students is designed with dyslexia writing support tools such as:
- A note card tool that allows students to copy and paste information about their chosen topic
- Graphic organizers to assist in creating connections between ideas before transferring them to outline form
- A built-in word processor for drafting
- Rubrics that assist students in checking for common writing errors
- A spell-checker
Choose your subject and grade level to experience demos of Time4Learning’s interactive curriculum.
Have other questions about homeschooling a child with dyslexia? You may find the following pages helpful.
Oct 5, 2020 · 5 min read
It’s systematic but it’s not simple. When it comes to intervening and supporting the root cause of dyslexia, the success of every dyslexic child rests with the teacher, educator, and or parent supporting him or her. No pressure right?
The International Dyslexia Association defines dyslexia as….
“ a specific learning disability that is neurobiol o gical in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.”
Let’s simplify that…
- Dyslexia runs in families
- It presents as people having trouble reading words and spelling
- Most of the time it is unexpected; meaning people do well in other areas of learning and life but may have difficulty with reading and spelling. This does vary.
- Due to the fact that reading is challenging (as in getting the words off the page), it is likely that comprehension strategies may not be so well developed and vocabulary will be limited due to a lack of exposure to written text.
Many years ago I asked myself questions such as “can dyslexia be treated, and if so how?” So often I look back on my personal experience and wish I knew then what I know now. I fell prey to so many shiny programs and products with no idea whether or not they were evidence-based and or if they were what I should have been using to teach my son. Hindsight is a wonderful thing.
The title of this blog is purposeful when we refer to the term ‘teaching approach.’ There is NO one programme on the market (and boy there are a few I know) that will remediate the dyslexic brain and help learners to become fluent, confident, successful readers and writers. It is also important for me to point out that any intervention is not better than NO intervention. In fact, I would absolutely argue the opposite. Evidence-based intervention and providing or partnering with an organisation that offers a teaching approach that reflects the evidence as outlined below is a MUST.
Neuroscience has taught us so much about how the reading brain develops. We now know that the brain was born to speak but not to read. Reading is a recent invention. We also know through FMRI scans which areas of the brain capable readers access, and which are underdeveloped and not being accessed by our dyslexic children. Many research studies have shown that when we intervene with the dyslexic brain with a multisensory structured literacy intervention we build the necessary neural pathways to strengthen and develop the reading brain. Dr. Guinevere Eden explains this in the following clip.
So what does all of this mean in regards to how we should be teaching our dyslexic children? What does an evidence-based literacy teaching approach look like for our dyslexic children?
The Teaching Approach that is helping dyslexic children to become more capable readers, spellers, and writers all over New Zealand contains the following elements:
- It is diagnostic — that means that an assessment is carried out to identify exactly what the child or student does or doesn’t know in relation to the building blocks of reading and or writing success. This should not be confused with a cognitive assessment that is used for the purpose of diagnosis. That assessment is necessary to build further understanding of WHY a child or student is struggling BUT… more often than not it lacks the key detail educators, teachers and parents need in order to know exactly where to start.
Options for diagnostic assessments that Learning Matters offer include our Mini Literacy Assessment and Home Learning Plans. You can learn more about these here .
- It is systematic and cumulative and follows a comprehensive scope and sequence (teaching order). The team at Learning Matters has trained extensively in multisensory language instruction and has crafted a scope and sequence (in a NZ context) that is thorough, increases in complexity and teaches syllable types and syllable division strategies as well as spelling rules.
- It is multisensory — two or more senses are engaged simultaneously during explicit teaching sessions.
- Evidence-based resources and repetition are included. Students and educators WILL be using decodable texts and supporting material that supports students to transfer skills, sounds, and letters that have been taught in isolation at a word and sentence level then taken to texts. Students will practice reading aloud. They will read aloud passages and or texts that specifically practice fluency in the skills they have been taught to this point.
- This teaching approach is carefully and closely monitored. Every session should be planned and based on success and challenges from the previous session . Further to this, progress must be measured and reported in a formal capacity at least twice a year. For our dyslexic children, we do not focus on where our children are in relation to others. We focus on what progress has been made. We focus on the rate of that progress and whether or not students are progressing through the scope and sequence, developing reading fluency, have an increased reading rate and are becoming more confident to approach literacy tasks in everyday life.
- It is explicit and direct and modified as necessary. The lessons are somewhat repetitive. Students know what to expect and they understand that each part of the lesson is part of a sequence to develop their reading brain. Review is a core component of these lessons. The biggest asset for these students is the knowledge and practice of the educator who sits opposite them. The educator needs to know and understand how the brain of this student is developing. They need to know and understand the complexities and challenges that come with dyslexia such as executive function deficits, processing speed, and coexisting learning differences such as dysgraphia, speech impediments, dyspraxia, autism, etc.
With this in mind, if you are a parent of a dyslexic child and are wondering whether the support your child is receiving aligns with the above, I encourage you to ask questions in order to ensure they are.
If you wish to chat further about the teaching approach Learning Matters implements with great success (in both our private support setting and many schools) for so many dyslexic children in New Zealand, we encourage you to visit our website or make contact. You are not alone. We are here to help you. We know better, so we are doing better.
Telling the time is a struggle for many children with dyslexia. Even once they master this skill, understanding the concept of time and what they can accomplish in each number of minutes or hours doesn’t come easy.
I had the following conversation about time with my dyslexic son, Harry, yesterday.
Me–Don’t forget you have to be at Dave’s at 5 o’clock.
Harry–What’s the time now?
Me–It’s ten to five.
Harry–When will we be having dinner?
Harry–Okay, I’m going now. Can I go mountain biking on my way back?
A mountain bike ride takes well over an hour. At fifteen, Harry still needs help to plan his time or else he tries to fit in too much or misses appointments altogether.
Tips For Teaching Telling the Time
1. Start with sequencing
Harry needed to work on his sequencing ability before I taught him to tell the time. The idea of ‘before’ and ‘after’ didn’t come naturally to him. He also struggled with knowing his left from his right. These sequencing difficulties are very common for children with dyslexia.
At six, Harry would get out of bed in the morning and ask, “What’s for dinner?” when he meant breakfast. He struggled to say the days of the week in the correct order, and he had no idea about the months of the year.
In my book, I mention that most of the useful tips I’ve picked up for helping Harry came from other parents. When Harry was seven, I met a mother in the school playground who told me her dyslexic son had improved his sequencing ability using resources from the Learning Staircase. I promptly went home and purchased a DVD from their website. Harry worked on the days and months activities, and his sequencing ability improved.
2. Teach the time in stages
In my post about memory, I mention the working memory funnel. If you try to teach the time concepts of a quarter-past, half-past and a quarter-to, before the child understands the idea of what an hour is, their memory funnel may block. Don’t be in a rush to teach too much at once. The trick is to go slowly. I recommend Sally Raymond’s excellent step-by-step breakdown on how to teach the time here.
Once Harry had grasped the concepts of ‘to’ and ‘past’, I bought him a watch which colour codes ‘past’ and ‘to’ on the face. https://www.easyreadtimeteacher.com/buy/easy-read/wrist-watch/.
However, Harry disliked wearing a watch. I suspect this was due to his mild sensory processing disorder. He is very sensitive to certain fabrics and I have to cut tags out of his clothes. Find out more about SPD here.
3. Have conversations about time throughout the day
Drop time into your everyday speech. Say things like, “It takes ten minutes to get to school,” and “We’ll have dinner in fifteen minutes.”
Play games of estimating how long it will take to get to places. For more fun with clocks and time, go to easypeasyandfun.com.
Other time-related topics
Analogue vs digital
A child with dyslexia may prefer to read a digital clock face. Harry does, but I felt it was essential for him to learn to read an analogue clock. Phones aren’t permitted in school examinations and an analogue clock may be the only timepiece in the hall.
I dislike digital clocks. My dyslexia comes with a side-order of mild dyscalculia (difficulty with numbers). Perhaps that is why I also hate using the 24-hour clock. Working with bus timetables, and the like, is my idea of hell.
When Harry started school, we used a picture schedule on a whiteboard to help him get ready in the morning. The pictures were a breakfast bowl, a toothbrush, some clothes, his lunch box, and his school bag. He ticked off each image with a whiteboard marker as he got ready.
Harry can now tell the time, but from my opening paragraph, you’ll have gathered time management is still a work in progress. He’s a teenager and dislikes being told what to do. As much as possible, I let him plan his social life, but I am aware I need to offer him support when he’s underestimated how long activities and journey times will take.
Keeping things in their correct place is a massive help to get things done on time. If Harry knows where his shoes and his coat are, it makes getting out of the house much more straightforward. Because Harry also has ADD being tidy isn’t easy for him. Disorganisation is one aspect of ADD. For more on ADD read this. For tips on helping a messy child read this.
In researching dyslexia, I discovered struggling with being on time has a technical name. I always thought it was ‘being hopeless’, but in fact, it is ‘temporal-sequential disorganisation’ and is an aspect of executive functioning common in people with dyslexia.
My being habitually late drives my husband crazy. To me, on time means anywhere up to ten minutes past the agreed time. To him, it means arriving early. It’s taken me years not to leave the house at the time I am supposed to arrive. I’ve finally put in place a system of going fifteen minutes earlier than I expect the journey to take.
I’m working on teaching this concept to Harry. I encourage him to use the alarm function on his phone. He’s having some success, but there is still a long way to go. I can see I’ll be keeping my support role for a while. I can’t complain. After all, it took me many years to learn how to get to places on time. These days I’m fairly good at it, as long as I can avoid using the 24-hour clock timetable to plan my journey. If I must use one, it’s anyone’s guess when I’ll arrive.
Inspiring stories and the most comprehensive resource on dyslexia.В
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The Dyslexic Advantage
In this groundbreaking book, Brock and Fernette Eide explain how 20% of people вЂ” individuals with dyslexia вЂ” share a unique learning difference that can create advantages in the classroom, on the job, or at home.
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Do you think you may be dyslexic?
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50 million Americans, including 10 million school-aged children, are dyslexic and they comprise 80% of students in special education classrooms. In a recent nationwide survey conducted by Dyslexic Advantage, over half of parents were told by a principal or teacher that dyslexia is not recognized by their school system. The Secretary of Education recently confirmed that there is no dyslexia-specific curriculum or plan for these students which has serious consequences for these children because they think and learn differently than other non-dyslexic students and require methods of instruction that are suited to their way of learning and thinking. Today, Dyslexic Advantage (DA) is breaking the cycle of negative in school systems and workplaces by revolutionizing how dyslexic people are understood, educated, and employed. WeвЂ™re replacing the old and outmoded deficit-centered paradigm with a new and more productive strengths-centered paradigm that puts abilities rather than weaknesses at the heart of what it means to be dyslexic.
Dyslexic Advantage is a 501(c)3 charitable organization. Donations are tax-deductible as fully allowed by law.
BBC Senior Fire Starter Ian Forrester
“Because I knew that I was different, it powered me to go and follow my own path and not try and do what everyone else does. ” – Ian Forrester Ian.
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COMMUNITY: Can I Homeschool My Child If I Am Dyslexic ?
Q: We would like to homeschool our son for the coming school year, but I would have to be the teaching parent and I’m dyslexic. Is this unrealistic.