This practical guide offers strategies for supporting children with dyslexia in everything from improving literacy and numeracy to ideas for differentiation in a busy classroom. This practical guide provides anyone supporting children and young people with dyslexia with more than 100 great ideas for reinforcing their learning development. This second edition is up-to-date with the latest research and best practice on dyslexia, and includes a brand new section on differentiation in the classroom. There are also lots of additional ideas on topics including: emotional literacy; peer support; periods of transition in the child's school life; developing phonic skills; and, exam preparation. This book of ready-to-use activities and strategies is perfect for the non-specialist teacher in need of extra guidance, but will also offer new ideas and insights to SENCOs, head teachers, parents and carers and anyone else working with a child or young person with dyslexia. "The Continuum One Hundreds series" offers 100s of practical ideas for teachers of various phases and levels of experience.

Table of Contents

Section 1. Teaching Strategies; Introduction; 1. small steps; 2. discussion; 3. short sentences and visuals; 4. print size/ page layout/font; 5. self-correction; 6. teacher checklist; 7. framework for teaching; Section 2. Reading; 8. developing phonic skills; 9. developing sight vocabulary; 10. increase reading fluency; 11. extend language experience; 12. paired reading; 13. peer tutoring; 14. consolidate vocabulary; Section 3. Reading Comprehension; 15. comprehension planning; 16. comprehension monitoring; 17. reciprocal reading; 18. mapping and webbing; 19. charts, time-lines; 20. 'soap' gesture; 21. get it taped; 22. getting involved in the story; 23. picture this!; 24. sequencing events; 25. sentence expansion; 26. re-reading familiar books; 27. selecting reading techniques; 28. checking readability level; 29. student self checks; Section 4. Spelling; 30. teach spelling rules explicitly; 31. using codes; 32. block spelling; 33. key words and visuals; 34. sound as you spell; 35. spelling ratios / multiple spelling choices; 36. word lists; 37. look, cover, write, check; 38. simultaneous oral spelling; 39. visualisation; 40. cued spelling; 41. spelling games; Section 5. creative writing; 42. kwl grids; 43. scribing; 44. brainstorming; 45. my favourite things; 46. visuals; 47. draw a forest; 48. forest adventure; 49. postcard; 50. collage; 51. mystery object; 52. diamante poems; 53. writing for different audiences; Section 6. learning strategies; 54. learning style; 55. begin with the best; 56. sequence the story; 57. over-learning; 58. introduce key points; 59. chunking; 60. using previous knowledge; 61. develop a structure; 62. recognise the importance of the environment; 63. finding the odd word out; 64. visualisation; 65. preparing and answering essay questions; 66. learning styles across curriculum; Section 7. planning for learning; 67. managing time; 68. topic specific vocabulary; 69. prepare board games; 70. match the pairs; 71. prepare a key task glossary; 72. equipment checklist; 73. working with others; 74. collaborative teaching; Section 8. differentiation; 75. plan for differentiated learning; 76. differentiation of content; 77. differentiation by task; 78. differentiation by outcome; 79. differentiation of resources; 80. review and evaluate; Section 9. Memory; 81. learn it actively; 82. trigger words; 83. relax; 84. mind mapping; 85. write, recite and repeat; 86. review notes; 87. positive attitude; 88. re-inforcing learning; 89. self-knowledge/ study plan; 90. mnemonics; 91. organise your mind; 92. acronyms; Section 10. Teaching Dyslexic Children - Get it Right; 93. copying from the board; 94. over reliance on spellcheckers; 95. colour coded timetable; 96. marking and correcting work; 97. presenting work; 98. keeping time; 99. Comfort Circles; 100. stimulate intelligence / thinking and re-thinking; 101. create a dyslexia friendly classroom; 102. think aloud; 103. consider emotional literacy; Section 11. Number work/ maths; 104. concrete examples; 105. encourage their own strategies and learning style; 106. get the right software; 107. two clock faces; 108. singing the multiplication tables; 109. develop own strategies; Section 12. Dyslexia across the curriculum; 110. talk, talk, talk; 111. card matching and puzzles; 112. text reconstruction; 113. provide background vocabulary, discussion and structure; 114. labelling and constructing diagrams. 115. generalise concepts; 116. make languages dyslexia friendly; 117. improvisation; 118. making music dyslexia-friendly; 119. develop dyslexia-friendly guidance; 120. preparing for exams; 121. transition to secondary school; 122. transition to college; 123. acknowledging success; Appendix: a note on dyslexia.

About the Author

Shannon Green is an Orton-Gillingham (OG) Trainer for the Canadian Academy of Therapeutic Tutors (CATT) in BC, Canada and the OG trainer for the CCET in Kuwait. She is also the co-founder of REACH Learning Center in North Vancouver, British Columbia, Canada. She is co-author of two books on dyslexia and ideas for learning A teacher and university lecturer for many years, Dr Gavin Reid is an Educational Psychologist in Vancouver, Canada, a consultant with the Center for Child Evaluation and Teaching (CCET) in Kuwait, and a Director of the Red Rose School for Children with Dyslexia in Lancashire, UK. He is a prolific author, international consultant and trainer and has held seminars on effective learning in over 50 countries worldwide.

Reviews

'[This book] deserves to become a central feature in every staffroom. I would like to see it become dog-eared, highlighted, annotated and thoroughly well used! Ideally teachers and teaching assistants will develop their own activities based on the examples in each section and using the underlying 'dyslexia friendly' principles which are so clearly explained. Soon the school could have 1000 or more valuable ideas to share, tailored to their pupils and their curriculum resources, what is more, which will benefit all pupils.' Rosie Wood, Speech and Language Therapist and Former Chief Executive of the Helen Arkell Dyslexia Centre, UK