Teaching Strategies for Supporting Learners with Dyslexia<\/strong><\/p>\n Many schools in the USA have a 3-tiered approach to supporting learners with dyslexia which you may be familiar with:<\/p>\n IDL Literacy is a cloud-based multi-sensory intervention which can help pupils in all three tiers make progress with reading and spelling.\u00a0 It is proven to increase the reading and spelling ability of students with dyslexia and other learning difficulties by an average of 11 months after just 26 hours of use. Furthermore our extensive research has shown that pupils often report increases in confidence and self-esteem which translates positively into other areas of their lives.<\/p>\n Successful teaching strategies for dyslexia include the following 4 key elements:<\/p>\n 1. Phonics<\/strong> \u2013 Learning to read and spell in an alphabetic language relies heavily on:<\/p>\n Difficulties in these phonological processing skills can distinguish between those who have dyslexia and those who do not.<\/p>\n Through its multi-sensory design IDL Literacy teaches learners how to identify sounds and put words together and ultimately help them to build confidence in reading and spelling.<\/p>\n 2. Multi-sensory teaching <\/b>\u2013 Reading and spelling require an ability to make links between letters and sounds. By teaching in a multi-sensory way using visual auditory oral kinaesthetic tactile kinaesthetic channels it allows neural pathways to be developed and strengthened within the brain. Employing as many senses as possible simultaneously will improve processing and speed of retrieval from memory.<\/p>\n IDL Literacy incorporates sight sound touch and voice. Students see and hear the words type and repeat then read aloud and listen back. Research suggests that information heard via one\u2019s own voice is absorbed more readily than via others voices.<\/p>\n 3.\u00a0Structure <\/strong>\u2013 Learners with dyslexia have difficulties with sequencing i.e. putting things in an order. As a result it\u2019s important to have structure in lessons that gradually builds the learner\u2019s knowledge and provides time for revision and to review what has been learned. Structure alleviates pressure on memory skills and develops automaticity and confidence.<\/p>\n IDL is tightly structured to provide comprehensive and specific teaching tailored to individual need. Sequenced modules contain lessons in sentence format with story themes interspersed with spelling grammar and punctuation exercises. Each learning focus is introduced demonstrated practised and consolidated before progressing to the next focus. Previous learning is continually reinforced throughout the program.<\/p>\n 4. Overlearning<\/strong> \u2013 Students with dyslexia will usually exhibit working memory deficits and process information slower particularly if the information is given verbally. As a result repetition and multi-sensory strategies are key for learning for those with dyslexia to allow for successful transfer of information into their long-term memory and ensure automaticity of skill.<\/p>\n IDL Literacy has been developed to a model of 80% revision and 20% new learning helping students to retain what they have learned and gradually building their knowledge and skills.<\/p>\n\n
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