This post will reflect more dyslexic or at-risk instructional support strategies that assist classroom management to allow for literacy instruction and acquisition to take place.
Typically, there are, on average, three to five students in every classroom that are dyslexic. Dyslexia is an inherited gift that can be passed down generation to generation or skip a generation or sibling within a natural family. Dyslexia is also culturally blind. Boys tend to be diagnosed or show higher signs of dyslexia as they seem to squirm louder than girls. My thought is that any students who is struggling to learn how to read and write should be supported in the process. The earlier the intervention(s) or support(s) are put into place the higher chance the student has to overcome the risk of literacy acquisition.
The dyslexic instructional strategies discussed below will usually also increase the literacy achievement rate of English Second Language (ESL) students. Students diagnosed with dyslexia and students who are at-risk of literacy acquisition are often overwhelmed. These strategies usually decrease the anxiety and allow students to fully focus on the lesson or task at hand, which allows students to begin developing or strengthening brain connections to increase fluidity of their literacy skills.
- Use a different colored folder for each subject of study. This is easier to orchestrate in Grades 3 and up, but can be accomplished in younger grade classrooms. The different colored folders should help students to find what they need a little faster than rummaging through their desk or cubby for their reference material or assignments. This also takes away some of the anxiety of remembering where it might be.
- Post the schedule for each day. All students like to know how their day may unfold. This strategy is important for all grade levels. The schedule should be visible so that all students can view it from their seats, this usually increases student engagement. Schedule changes are hard for all students, especially students who are struggling to keep up academically. My schedule usually will show the time and topic. Sometimes I will include the actual name and details of the assignments. This will depend on your group of students and how you wish manage your classroom. It is also good to note future upcoming events. Developing and posting a schedule can also assist the teacher in lesson preparation.
- Develop a routine. Routine is closely related to the schedule. The routine is what usually happens at the same time every day or on a set day of the week. The routine may include scheduled bathroom breaks, snack, and topic focused classes, like PE or tutoring that take place outside of the regular classroom. Routine helps students to stay engaged in the topic at hand, as they do not have to worry about when, where, and how lunch or snack may take place.
- Develop reminders for you or the student(s). The strategies that you may use for the reminder may be different with each group of students. I tend to set alarms and at times backup alarms in the classroom if something has to be accomplished by a certain time, such as library time or students who need to go to another classroom. I also like to write assignments and due dates on the board. I also remind students to turn in their assignment or projects. Students can also serve as a reminder for other students. Students may have daily planners that they can use to write down the assignments and due dates. If students are overwhelmed with the assignment, they may need a one-on-one follow-up to accomplish the task.
- Give brain breaks. A brain break allows the brain to relax from the intensity of learning or practicing of a skill. All students usually need brain breaks, especially dyslexic or students at-risk of grade level achievement. The type and length of a brain break may differ with each student. Some students may enjoy reading, while others may need to stretch. Breaks that include movement of more oxygen to the brain usually increases engagement in the classroom. Many teachers include brain breaks into their normal schedule; some students may need more.
- Set goals. Goals can be established for various reasons, such as writing for 10 minutes or staying in their seat during instruction. Ideally, students should be involved in the process of setting the goal(s). This can be accomplished through conversation. It is good to write down the goal and to have discussions about the movement towards the accomplishment of the goal. This saves later arguments and misunderstandings. You may have to set goals based on your observation of student ability, such as once you finish this worksheet you may draw for 10 minutes. Some teachers give brain breaks as incentives for working or accomplishing a goal.
My next blog will focus more on instructional literacy strategies for dyslexic students.
