Accommodating all students
By connecting visual, auditory, and kinesthetic cues to each concept, multiple areas of the brain are activated – allowing dyslexic students to make new brain connections that help them strengthen their left brain and better remember information.
How it helps students: Even without dyslexia, we are all prone to distractions and forgetfulness.
By only giving one direction at a time, you eliminate the possibility of students forgetting what they need to do, and you won’t have to repeat directions nearly as often.
How it helps dyslexic students: Because dyslexic students have a dominant right brain, their brain isn’t naturally wired to engage the left side of the brain – the reason for their difficulty with reading.
In order to rewire the brain, dyslexic students’ need multi-sensory instruction that engages multiple areas of the brain.
saying she always tells teachers when teaching them how to help struggling readers (including those with dyslexia): “It is far more about the process than the content.” The strong right brain of dyslexic students offers them many unique strengths, however, tasks that require a set process to be accomplished (and hence, a dominant left brain) are much more difficult for dyslexic students – including language tasks.
Despite the obstacle that this presents, it provides valuable insights into how to improve the process that information is taught. How it helps dyslexic students: Because dyslexia is a processing disorder, students with dyslexia have a difficult time processing, prioritizing, and remembering long lists of directions at one time.
By only providing one direction at a time, dyslexic students don’t have to process or prioritize multiple steps at one time – assuring that they do exactly what you need them to do.
This decreases frustration both for you and the student.
Reviewing each concept helps dyslexic students connect, store, and categorize information that was just presented.