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Dyslexia

Italy 2001

Hints from the Kidproj-Coord mailing list:

Date: Sat, 10 Jan 2004.
From: Barbara Hunter

The key for dyslexia is to present all information, whether oral or written, in as many forms as possible. For example, in addition to reading a story to yourself, you read it outloud, you sing it to a melody, you put it into rap format, you clap your hands to the emphasized syllable of each word, you dance while reading it, everyone in the room reads a sentence at a time taking turns, etc.

For writing, use pencils, markers, crayons, colored pencils, chalk, write in sand, write in shaving cream, type on the computer in WORD, use EXCEL, use a paint program to draw the words using a mouse, write in mud outside, etc.

Are you understanding what I am trying to say? We use *multiple* mediums for our dyslexic children, and hundreds of repetitions.

Date: Tue, 13 Jan 2004
From: Linda Bell

Being dyslexic I can give you some help.

1. Teach the children to keyboard. This helps with writing and spelling issues.

2. People who are dyslexic tend to think in word pictures and are often very creative. Help them with their reading by using their imaginations. Have them tell you verbally what they think the characters look like, or what would be in the house, or the landscape. Ask them to draw pictures.

3. Don't treat these kids as stupid, they're not, they simply process language in a different part of the brain which means that they don't learn to read and write like 95% of the rest of society.

4. Play to the child's strengths. If they like a subject allow them to read what they enjoy. If a young boy likes cars he will read about cars, he might not read about flowers and gardening, it doesn't intrest him and he will find it hard to get through.

5. Find as many creative ways to the present the information as possible. Show pictures, videos, have them read out loud to themselves, this is really important if they need to follow instructions. Since we tend to think in word pictures instruction are often a difficulty.

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