# data[].attributes.body
Phonics Rules - This helps to build a strong foundation that connects letter sounds with letter symbols.

# data[].attributes.body
Words for class spelling tests to be topic based (short list of structure-based words for their weekly spelling test).

# data[].attributes.body
Spelling rules. These could be placed around he classroom or stay situated at a students desk.

# data[].attributes.body
Don’t ask student to read aloud!

# data[].attributes.body
Don’t ask student to read at a level beyond their current skills, this will demotivate the student.

# data[].attributes.body
A structured reading scheme that involves repetition and introduces new words slowly is extremely important. This allows the student to develop confidence when reading.

# data[].attributes.body
For Literacy and Numeracy put key words and terms on flashcards so it can be used for reference and revision.

# data[].attributes.body
Structured and systematic exposure to rules and patterns that underpin a language.

# data[].attributes.body
When solving mathematical problems, encourage students verbalise and to talk their way through each step of the problem.

# data[].attributes.body
Students with dyslexia often have difficulties surrounding the visual and perceptual skills connecting to numeracy.

Numeracy Difficulties:

Certain areas of maths e.g., long division and algebra as it requires a range of steps and places a heavy load on the individual’s memory.

Mathematical terminology e.g. adding, subtracting, dividing and times.

Directional confusion

Sequencing

Word skills

Memory

# data[].attributes.headline
Dyslexia impacts language recall and word retrieval

# data[].attributes.subject
Dyslexia impacts language recall and word retrieval

# data[].attributes.body
A student may know and be familiar with a word but have trouble pronouncing it as they cant remember the exact sound combination of that word.

This may lead to halted speech as students aren't able to fully express what they are looking to say.

# data[].attributes.headline
Exhibit slower acquisition of language skills 

# data[].attributes.subject
Exhibit slower acquisition of language skills 

# data[].attributes.body
This is due to their struggles with the phonological component of language such as

Phonological awareness: An awareness of the sounds of language. Phonological awareness enables an individual to remember, discriminate and manipulate sounds at the syllable, word, sentence and phoneme (sound) level

Phonological production: The pronunciation of phonologically complex and multisyllabic words

Phonological memory: Memory of speech sounds in the pronunciations of letter names, parts of a word or whole words

# data[].attributes.body
This results in Dyslexic individuals being less likely to interact and engage with their peers due to lack of confidence and communicational skills.

# data[].attributes.body
This impacts communication skills due to their misguided directionality.

# data[].attributes.body
Individuals with Dyslexia often possess a limited vocabulary due to their struggles comprehending language and information processing. This connects to their difficulties surrounding literacy.

# data[].attributes.body
Writing correct spellings over incorrect ones and limiting rewrites

Providing proofreading assistance

Encouraging students to dictate their thoughts before writing and giving them the spellings of key content words to use in writing.

Allowing students to type exams and papers or to use a voice-translation device on a computer.

Encouraging students to hand in early drafts of research papers and essays to allow for revision before grading.

# data[].attributes.body
Allow students to partner up for studying. One student can write while the other speaks, or they share the writing.

# data[].attributes.body
Visualisation

Retelling as soon as possible after a class or lecture

Putting new learning into own words e.g. after class talking about the learning that occurred.

Organising a study group for discussion (practice).

# data[].attributes.body
Devices and strategies that help students to organise their time and their work.

Timers to keep track of time

Highlighters to mark text

Planners for tracking assignments

Graph paper to organise math problems on paper

Colour Coding (e.g., subject areas, categorisation within notes)

# data[].attributes.body
Calculator

Speech-to-Text software

Text-to-Speech software

Electronic dictionary

Spelling checker

Grammar check.

Highlighter

# data[].attributes.body
Change the length of time allowed for the completion of a task test, project, or assignment. This can also change the way time is organised e.g. lunch/recess breaks.

Flexible scheduling (e.g., several sessions instead of one)

Extended time

Allowing for more frequent breaks

Changing order of tasks to suit student

# data[].attributes.body
Change the location in which a test or assignment is given or the conditions of the assessment setting.

Individual or small groups

Reduce visual and auditory distractions (e.g., separate desk or location within classroom)

Distraction-free setting (seperate room, quiet area)

Alternative furniture arrangement (e.g., facing the front for whole group lessons vs group tables for small group work).

# data[].attributes.body
It is important to give Dyslexic students alternatives for completion of activities, assignments, and tests.

Student can demonstrate their knowledge and skills in alternative ways such as:

Mark answers in test book instead of on separate answer sheet

Dictate to scribe or record oral responses on audio-recorder

Point to response choices

Type on responses on a keyboard

# data[].attributes.body
Allow Dyslexic students to access instructional materials in ways that do not require them to read standard print presented in a standard visual formats.

Instruction:

Verbal instructions

Repetition of instructions

Text/Instructions in audio-format

Larger print

Fewer items per page

# data[].attributes.attachment_link.readable_text
Phonics Pop

Phonics Pop is a mobile friendly bubble pop game. Choose a set of sounds to practice, or select from the digraph (2/3-letter sounds) checkboxes. Then listen to the target sound and pop as many as you can.

If your child achieves >95% accuracy the bubbles will change to rainbow colours.

This game is © copyright 2020, J.Barrett, ictgames.com All Rights Reserved.

Made using the and libraries.

# data[].attributes.attachment_link.description
Phonics Pop is a mobile friendly bubble pop game. Choose a set of sounds to practice, or select from the digraph (2/3-letter sounds) checkboxes. Then listen to the target sound and pop as many as you can. If your child achieves >95% accuracy the bubbles will change to rainbow colours.

# data[].attributes.attachment_link.title
Clifford the Big Red Dog: Sound Match Activity

# data[].attributes.attachment_link.description
Listen and learn! Students identify sounds in this interactive sound match game.

# data[].attributes.headline
Scan QR Code to access on mobile device!

# data[].attributes.subject
Scan QR Code to access on mobile device!

# data[].attributes.body
When dyslexic students are invited to use audio books within a classroom environment. They are given the opportunities to become better readers, listeners and effective learners. It helps to increase aspects of self-esteem, confidence and foresters motivation and love for story’s.

# data[].attributes.body
Dyslexics have great difficulties in seeing the whole piece and identifying any missing pieces or errors. Their ability to proof-read their own work, therefore, is impaired. This difficulty would be further exacerbated by cognitive weaknesses such as visual memory.

# data[].attributes.body
Students with Dyslexia will often experience difficulty with multiple writing forms. This can be closely aligned to their difficulties in reading and spelling.

Dyslexia involves difficulties related to processing phonological information needed for decoding words, whereas writing requires encoding phonological information when writing words.

Due to Dyslexia impacting the underlying process for both the reading and writing systems, the prevalence of writing difficulties for students with dyslexia is significant.

Writing Difficulties:

Reading source material before writing

Re-reading their own writing

Identifying text problems e.g., spelling errors and grammar problems

Expressing their views and ideas successfully

# data[].attributes.body
This is helpful when text does not seem clear, or appears to jump around.

# data[].attributes.body
Have a visual nearby with letter formations, this helps student with letter reversals.

# data[].attributes.body
This helps to highlight key words, particularly in comprehension tasks. Allowing the student to avoid looking for information again.

# data[].attributes.body
Spelling is one of the biggest difficulties faced by Dyslexic students and is a difficulty that persists throughout their lives. Spelling problems don’t stem from poor visual memory for the sequences of letters in words, spelling like reading problems, originate with language learning weaknesses. Dyslexia impacts individuals phonological processing and memory.

Spelling Difficulties:

Spelling reversals

Mixing up letter sequences and misspelling common words e.g. letters such as b, d and p or sequences of letters such as ‘raod’ instead of ‘road’

Ability to recall and examine phonemes, syllables and morphemes

Learning how letters and sounds correspond to each other

Recalling the right letters to spell sounds in words

Ability to link spoken sounds with written letter symbols

Difficulty hearing the different small sounds in words (phonemes) and can't break words into smaller parts in order to spell them.

# data[].attributes.body
Students with dyslexia often struggle with phonological processing and therefore have trouble when decoding visual features of written words. They also have continual difficulties with reading speed and comprehending implicit and explicit meanings.

Reading difficulties:

Letters backwards or upside down

Text appearing to jump around on the page

Differences between letters that look similar in shape e.g. o and e and c

Differences between letters that have similar shape but different orientation e.g. b and p and d and q

Letters all jumbled up and or bunched together

Able to see the letters but unable to sound out words

Unable to recognise words seen before.

Unable to make sense of or remember what has been read. This can result in reading the same passage repeatedly.

# data[].attributes.attachment_link.title
WHAT IS IT LIKE TO BE DYSLEXIC? - UNIVERSITY PROJECT - DYSLEXIA SIMULATION