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As teachers we are dedicated to helping each and every child succeed.  Here are some helpful hints to support and assist children with spec...

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Our Dyslexia Specialist/Teacher Trainer, Shantell Berrett, has a favorite saying she always tells teachers when teaching them how to help struggling readers (including those with dyslexia): "It is far more about the process than the content."

The strong right brain of students with dyslexia offers them many unique strengths, however, tasks that require a set process to be accomplished (and hence, a dominant left brain) are much more difficult for dyslexic students-including language tasks. Despite the obstacle that this presents, it provides valuable insights into how to improve the process that information is taught. Students with dyslexia require a clear process in order to understand many concepts ( especially how to read)-but, clear instruction is beneficial for every student.

Here are eight tips from Berrett that you can implement to accommodate the needs of every learner in your classroom (especially the ones with dyslexia!).

Eight Accomodations for Dyslexia

1. Provide one step directions at a time.

How it helps students with dyslexia: Because dyslexia is a processing disorder, students with dyslexia have a difficult time processing, prioritizing, and remembering long lists of directions at one time. By only providing one direction at a time, students with dyslexia don't have to process or prioritize multiple steps at one time-assuring that they do exactly what you need them to do. This decreases frustration both for you and the student.

How it helps all students: Even without dyslexia, we are all prone to distractions and forgetfulness. By only giving one direction at a time, you eliminate the possibility of students forgetting what they need to do, and you won't have to repeat directions nearly as often.

2. Provide visual representation of all oral instruction whenever possible.

How it helps students with dyslexia: Because students with dyslexia have a dominant right brain, their brain isn't naturally wired to engage the left side of the brain-the reason for their difficulty with reading. In order to rewire the brain, these students' need multisensory instruction that engages multiple areas of the brain. By connecting visual, auditory, and kinesthetic cues to each concept, multiple areas of the brain are activated-allowing students with dyslexia to make new brain connections that help them strengthen their left brain and better remember information.

How it helps all students: Again, even without dyslexia, we are all prone to forgetfulness. By connecting multiple stimuli to a concept, students better remember and absorb new information.

3. Preview & Review

How it helps students with dyslexia: By previewing each concept before instruction, students with dyslexia can better organize, filter, and prioritize new information. Reviewing each concept helps dyslexic students connect, store, and categorize information that was just presented. Both of which, help with the Executive Function Deficits associated with dyslexia.

How it helps all students: One of the most effective ways we learn any concept is through repetition. The more we hear and practice a concept, the more natural and easy to remember it becomes.

4. Pre-warn students when activities are about to change.

How it helps students with dyslexia: It can be difficult for some dyslexic students to switch their attention between activities. Many students need some prep time to know that an activity is about to end and they will be doing something different soon. This can also help students be patient when they want to move on to a new activity. Because reading tasks can strain dyslexic students, letting them know that they only have to exert themselves for 5 more minutes can help them keep trying. Give a time warning five minutes before an activity is going to change, then two minutes, then one minute (e.g., 5 more minutes of reading time, now two until we move to centers ... one more minute).

How it helps all students: Some students, with or without dyslexia, can get so absorbed in an activity that when the class suddenly changes pace they can easily get upset. By helping all students prepare for what is coming, you can avoid upsetting and frustrating students -reducing conflict and creating a better classroom environment for everyone.

5. Avoid habituation* by keeping instruction between 10-15 minutes and provide a variety of activities for practice.

How it helps students with dyslexia: "Due to the problems in inhibition (focus on relevant, suppress the irrelevant), switching attention, and working memory (sustaining effort for coordinating orthography and phonology over time), students with dyslexia and/or dysgraphia are likely to habituate (stop responding to instruction) sooner that children without these disorders. One way to avoid habituation is to vary activities frequently and avoid performing the same activity over and over for a long time." (Berninger and Wolf. Teaching Students with Dyslexia and Dysgraphia. Paul H. Brookes Publishing Co., Inc. 2009. P. 146.)

How it helps all students: Like the above quote says, habituation occurs sooner for dyslexic students, but with enough exposure to a certain stimulus-all students habituate. By keeping instruction novel you better keep the attention of all of your students so they stay engaged and focused on instruction.

*Habituation refers specifically to a type of non-associative learning in which repeated exposure to a stimulus leads to decreased response.

6. Never expect students with dyslexia to take notes without a visual outline or a friend to be a note-taker.

How it helps students with dyslexia: Writing tasks are typically very difficult for students with dyslexia. This, on top of their difficulties with prioritizing information can make note taking extremely difficult for these students. By providing a outline or assigning them a friend that they can compare notes with, you can help eliminate stress during lectures.

How it helps all students: Deciding what is important to note during instruction is difficult for many students-having a partner for each student to talk over a lecture with and decide what was important or see if they missed an important point is beneficial for every student.

7. Slow down instruction.

How it helps dyslexic students: Students with dyslexia need additional time to process information. Take your time and be clear. Assess in small intervals if the students are getting what you are modeling/teaching. (Ask them questions and provide opportunities to have them tell you in their own words what you just told them).

How it helps all students: Taking time to assure student understanding and matching pacing to the needs of your classroom is helpful for every student. Undoubtedly you will have students at varying levels, but as you assess students in small intervals, you can use learning centers that allow students of varying levels to work at their own pace. Also ... patience and empathy are arguably more valuable than lesson content.

8.Assume nothing...connect everything.

How it helps students with dyslexia: To adjust to the needs of students with dyslexia-it is helpful to teach one concept at a time while you draw connections to prior knowledge and previous instruction with ALL new material. This helps these students make new neural connections that will strengthen their brain.

How it helps all students: Some students naturally connect new information to what they already know-but many students need to be taught how to connect everything. Even some of your brightest students won't always draw connections between new information.

For information on how to teach reading to every type of learner, including those with dyslexia, visit our free online reading workshop today!

Dyslexia Resources
What is Dyslexia? Dyslexia in Children Dyslexia in Adults
Pinterest Reference Guide:

Interested in learning more about Early Literacy? Explore our FREE educational resources to learn how you can help the young readers in your life!

To better meet the needs of the dyslexic students in your school or classroom, watch this free webinar presented by Reading Horizons Dyslexia Specialist, Shantell Berrett:

For more amazing content, follow Reading Horizons on Twitter or Facebook. Teachers love the Reading Horizons Pinterest boards, and our LinkedIn page is a gathering place for education professionals.

About the Author

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8 Classroom Accommodations for Dyslexia (That Benefit ALL Students)

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Our Dyslexia Specialist/Teacher Trainer, Shantell Berrett, has a favorite saying she always tells teachers when teaching them how to help struggling readers ( ...

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As a special education teacher, I work with a lot of little ones with ADHD or with typical ADHD behaviors. Often these students can be successful in a general education classroom with a few accommodations in place. I've used all of these accommodations in my own resource classroom and have helped general education teachers implement them in their own classrooms, too.

The key to providing successful accommodations is having clear expectations from the very start. It's important not to use these accommodations to single out students in a negative way. I never use any as punishments, and I encourage students to let me know when they need them. Read on for seven accommodations for students with ADHD.

Give them something to hold! This is one of the most basic accommodations you can provide, but it goes a long way with many fidgety students. My favorite "fidgets" are Yuk-E-Balls (super durable and easy to clean), but there are tons of less expensive options out there, like bean bags or stress balls. Just make sure you set clear expectations about using the fidget, such as no throwing.

Assign them Class Timer. A class or activity can seem like it is going on forevvvver to a student with ADHD, so a concrete reminder of the amount of time left can be helpful. Your assigned timer can use a handheld timer to clock everything from independent work time to bathroom breaks. This also helps keep him or her busy and feeling helpful.

Use tape to create clear boundaries. If your students sit at shared tables, try using masking tape to divide up the space. This has saved me so much squabbling! Students who have trouble keeping their hands to themselves have a clear, visual reminder when they see the tape.

Provide visual behavior reminders. I have T-charts with "yes" and "no" behaviors posted in the classroom for many of our activities. I use visuals from LessonPix ($36 for a yearly subscription), but you can also just use images from Google. When a student is displaying a "no" behavior, you can simply point to the corresponding image rather than having to verbally redirect each time. You can also make a mini T-chart for the student to tape on his or her desk.

Use privacy shields. You can buy packs of them or easily make your own by cutting a tri-fold poster in half horizontally. These are primarily used to prevent cheating during tests, but they're also great for lessening distractions! I love using them during computer time because it's so difficult for some of my students not to watch what their friends are doing.

Allow the student to stand while working. I have some little guys who simply cannot stay sitting for more than a few minutes. If the student tends to wander when he's standing up, try outlining the area around his desk with masking tape (similar to number 3) to create a clear boundary.

Provide frequent brain breaks. My students are obsessed with doing brain breaks on Go Noodle, which is super well-designed and free! Students can follow along with these short videos and dance, do yoga, jog in place, and more, all while earning points for their cute classroom champs.

To learn more about brain breaks, and positive physical activity in the classroom, visit Science Says Your Classroom Needs More Dance Parties.

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7 Easy Accommodations for Students with ADHD

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As a special education teacher, I work with a lot of little ones with ADHD or with typical ADHD behaviors. Often these students can be successful in a general education classroom with a few accommodations in place. I've used all of these accommodations in my own resource classroom and have helped general education teachers implement them in their own classrooms, too.

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Accommodation vs. Modification

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COOPERATIVE STRUCTURE

I am a huge proponent of cooperative learning in every aspect, but it is a miracle worker when it comes to differentiation. It is a powerful tool for all learners, but it is especially great for our English Language Learners.

My favorite cooperative learning structure for completing a worksheet is Sage-N-Scribe, because it allows students to help each other all while voicing exactly what they are doing.

To complete Sage-N-Scribe

1. Partner A has the pencil

2. Partner B thinks out loud while Partner A scribes for them giving them praise or corrections

3. Partner A and Partner B switch rolls and repeat

This strategy is amazing for all students, because voicing their thinking really makes them work on their metacognition and work on academic vocabulary. It also allows me, as the teacher, to hear how my students are doing.

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CREATE A CHALLENGE

This differentiation strategy is great for students that are fully capable of completing an assignment, but lack the motivation or follow through. A challenge can take on many different forms, but it is basically simple reverse psychology. It sounds a little something like, "This is a tough one, it is actually something I would ask fifth graders (if you are teaching fourth grade) to do, but I think you might be able to get through it. What do you think?"

Then I ask students to tell me how many of the items they think they can complete correctly, and we essentially make a little wager. Usually it is something along the lines of if you complete ___ items correctly then you can take your shoes off for the rest of the day.

This strategy works with a very specific type of student, and not every time, but it can be a life saver.

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SELECT ITEMS

This differentiation tool is amazing for students that need a little bit of control, because it offers choice. In this case I generally have a highlighter and meet with a student. I tell them what the different sections are and use my highlighter to split up the items based on standard. Then I write in highlighter how many of each item I expect them to complete. Finally, I leave the highlighter with the student to choose. It becomes their responsibility to choose items for each standard to highlight and complete.

It absolutely amazes me how students exceed my expectations just about every time I use this strategy. The idea that the teacher is allowing them the choice of which problems they wish to complete is empowering, and they really take it on.

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FOLD IN HALF

This strategy, much like Evens or Odds works well when students should be completing about half of the items on a worksheet. This differentiation strategy is great for students that seem to get overwhelmed looking at an entire worksheet, so by folding the paper in half, they have less to look at and can be less intimidating. Similarly, you can continue folding the paper into fourths if a student needs to look at even less.

Similarly, I have cut up worksheets into smaller pieces to give to students who need a little more to help ease their anxiety. In this case I give students one piece at a time, but often wind of giving them the whole assignment, just in pieces.

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EVENS OR ODDS

Evens or Odds is a great tool for students that struggle to complete an entire worksheet, but still need practice, or students who get bogged down thinking about completing a lot of items. This differentiation strategy is as easy as it sounds, students simply complete either the even or odd numbered items.

To add a little bit of fun, and instantly engage students, I will play a quick game of evens or odds with them to determine whether they will be completing the Evens or Odds items. It gets them pumped every time.

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HIGHLIGHTER

A highlighter is a magical little tool. It is super easy to stick one in your pocket or clip it to your lanyard so that you have it at a moment's notice to whip out and be ready to differentiate like a boss. I use a highlighter to select items for a student to complete. I use this tool when there are specific items that I need to see student's progress on. When using a highlighter it usually means that I am the one selecting which items need to be completed, and it is usually more than half of the items.

Sometimes I will ask the student which item they are struggling with and work with them on that item, and then highlight items that will compliment their learning based on that item. A fringe benefit of using the highlighter is that students love the color that is added to their paper. My favorite highlighters are the Frixion erasable highlighters, because a teacher reserves the right to change her mind.