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At School



Teachers often ask how they can help a dyslexic child in class.  Here are a few suggestions; some may seem too obvious to mention and others too difficult to implement.  What can be done must depend on the circumstances and on the ingenuity of the individual teacher.



  • Praise.

  • Encourage.

  • Find something that he is good at.

  • Give less homework (e.g. shorter essays, or underline main points to learn).

  • Mark written work on content (not spelling) – tick what is right instead of crossing what is wrong.

  • Mark on oral responses when possible.

  • If reading long words, divide syllables with a pencil line.

  • Help him to pronounce words correctly.

  • Put him in front of the class so you can help.

  • Make sure he understood and remembered instructions.

  • Let him work with textbook open.

  • Put important words on blackboard clearly.

  • Give plenty of time to copy from blackboard – writing on alternate line in different colours may help.

  • Check whether he knows his alphabet, and that he can say the days of the week and months of the year in the right sequence; also whether he can tell the time.

  • Send an exercise book home with him, with homework assignments written in, and a note of important things to bring tomorrow, e.g. swimming things.



  • Don’t make a dyslexic read aloud in public if reluctant.

  • Never ridicule.

  • Don’t correct all mistakes in written work – it is too discouraging.

  • Don’t give lists of spelling words to learn; two or three are as much as he will manage, and it is better if they are related, e.g. plate, cake, name.

  • Don’t make him write out work again.

  • Don’t compare with others.

  • Don’t make him change his writing (put loops if he doesn’t, etc.).




  • A dyslexic tires more quickly than a “normal” person; far greater concentration is required.

  • A dyslexic may read a passage correctly yet not get the sense of it, and vice versa.

  • A dyslexic may have great difficulty with figures (e.g. learning tables), reading music, or anything which entails interpreting symbols.  Learning a foreign language is usually a problem.

  • A dyslexic is inconsistent in performance.

  • A dyslexic may omit a word or words, or write one twice.

  • A dyslexic suffers from constant nagging uncertainty.

  • A dyslexic cannot take good notes because he cannot listen and write at the same time.

  • When a dyslexic looks away from a book he is reading, or a blackboard he is copying from, he may have great difficulty in finding his place again.

  • A dyslexic works slowly because of his difficulties, so is always under pressure of time.

  • A dyslexic will probably be personally disorganised – he may also be clumsy and forgetful, no matter how hard he tries.

  • A dyslexic is likely to have difficulty following a string of instructions.

Source unknown

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