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the international dyslexic association provides a test for those to take to see if they are dyslexic. It also provides definitions, fact sheets, and Info graphs that can expose more to understanding what dyslexia is and how to support those to go on to achieve higher.

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what every teacher needs to know- roxelle

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what every teacher needs to know- roxelle

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Dyslexia can effect spoken language and those with dyslexia may struggle to express themselves clearly

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Write key points or words on the chalkboard/whiteboard. Prior to a presentation, the teacher can write new vocabulary words and key points on the chalkboard/whiteboard.

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Highlight essential information. If an adolescent can read a regular textbook but has difficulty finding the
essential information, the teacher can mark this information with a highlight pen.

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If reading or writing has ever been a struggle for you you should check out this test to find some tools to help you be as successful as possible.

Dyslexia affects 1 in 10 individuals and taking the dyslexia test can help you to understand whether you have dyslexia and academic strategies that set you up for success.

https://dyslexiaida.org/dyslexia-test/

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Self-Assessment Tool
Fran Levin Bowman, Ed.D. & Vincent Culotta, Ph.D., Copyright, 2010, All Rights Reserved
Dyslexia affects 1 in 10 individuals, many of whom remain undiagnosed and receive little or no intervention services. For some individuals who have never been diagnosed, dyslexia is a hidden disability which may result in underemployment, difficulty navigating academic environments, difficulty on the job, and reduced self-confidence. Even those who have been diagnosed are likely to struggle with reading or writing in some aspects of their lives. Dyslexia is a specific reading disorder and does not reflect low intelligence. There are many bright and creative individuals with dyslexia who never learn to read, write, and/or spell at a level consistent with their intellectual ability. Do you think you may have dyslexia? Please complete the brief 10 question self-assessment tool below.

Dyslexia Self-Assessment for Adults

If you checked seven or more of these questions, this may indicate dyslexia. Consider seeking consultation from a specialist or a formal diagnostic assessment from a qualified examiner.

Click here for additional self-assessment tools specific to preschoolers, school-age children, and adults.

To find a potential resource in your area click here to search from a list of providers.

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Do I Have Dyslexia? - International Dyslexia Association

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A strategy is allowing time for writing and spelling on various formats such as journaling, emails, notes, etc

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Graphic organizers have been found to help students with dyslexia internalize how the ideas of the content are related, and this leads to greater comprehension.

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Clarify or simplify written directions

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What Classroom Teachers Need to Know (karina) 

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What Classroom Teachers Need to Know (karina) 

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1. "Clarify or simplify written directions." Such as underlining significant parts and rewriting them. (pg 7)

2. "Write key points or words on the chalkboard/whiteboard." write out words, phrases, and key points so they are always visible (pg 9)

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Rewarding effort, not just “the product.” For students with dyslexia, grades should be less important than
progress.

Clarify or simplify written directions. Some directions are written in paragraph form and contain many
units of information. These can be overwhelming to some students. The teacher can help by underlining or
highlighting the significant parts of the directions. Rewriting the directions is often helpful.

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Present a small amount of work at a time

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1. When introducing a new phonogram is to use hand mirrors so students can see themselves making the sounds.

2.

"Listening to children’s feelings. Anxiety, anger and depression can be daily companions for children with dyslexia. However, their language problems often make it difficult for them to express their feelings."

"Present a small amount of work. The teacher can tear pages from workbooks and materials to present small assignments to students who are anxious about the amount of work to be done. This technique prevents students from examining an entire workbook, text, or material and becoming discouraged by the amount of work."

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Students with fine motor problems can be given extra space for writing answers on worksheets or given different ways to turn assignments in (typing rather than writing).

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Use hand mirrors so students can see themselves making the sounds

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A strategy I would use is allowing students to type instead of write. Students with dyslexia have a difficult time writing, so I would acomodate for them to type longer passages rather than write.

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Instructional games, peer teaching activities and computer software programs can create multi-sensory approaches that help support dyslexic students in the classroom!

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Review previous learning daily to make a new connection with prior knowledge

Camara

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Use a multisensory approach to integrate visuals, auditory, kinestetic, etc. learning elements. This activates the different parts of the brain and benefits all students. (B.A. Shaywitz et al., 2007; Turkeltaub, Gareau, Flowers, Zeffiro, & Eden, 2003).

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Use mnemonic instruction. Mnemonic devices can be used to help students remember key information or
steps in a learning strategy.

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Daily review of previous learning can help students connect new information with prior knowledge.

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One strategy could be incorporating time for small group and individual work into the literacy curriculum to give them opportunities to collaborate and ask questions as well as take their time.

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Use hand mirrors so students can see themselves making the sounds

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1.  -learning disability that affects phonological processing and memory
-language based learning disability
-affects the verbal linguistic processing areas of the brain
-difficulties with spelling and fluent word recognition

2. -not connected to intelligence
-to not be confused with poor reading skills
-not a disease

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OUR Definition: Dyslexia is a specific learning disorder in which the student or reader has difficulty reading. Examples of this may be letters in words are scrambled when the student is reading.

NOT: Is not a disease or physical impairment, does not connect to gender, age, race

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One strategy is simplifying written instructions. Underlining and highlighting important information.

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What it is:
1.) Learning disability in reading
2.) Neurobiological disorder that affects phonological processing and memory
3.) There can be different levels of severity impacting people's ability to hear blended letter sounds

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Misconceptions:
1.) Letter reversals
2.) Lack of attention/ impulsivity
3.) low intelligence
4.) The term dyslexia may be used inaccurately to
describe other conditions associated with reading
difficulties, but the characteristics of dyslexia differ from
those found in some students
who may struggle with reading.