Reading is a slow and painful process for many children with learning disabilities. Dyslexic students have difficulty recalling known vocabulary and decoding written text. The level of understanding dyslexic children is much higher when they listen to a story compared to their understanding when reading a story. Teachers can help students with reading disabilities by providing a quiet environment with supports such as teaching techniques adapted video and audio equipment, computers, and.
Basic skills
Teachers can begin to teach basic reading skills by asking students the letters of the alphabet and their purpose in the written word. Labels on articles in classroom and teaching activities can help students recognize the letters they see every day. For example, students may be encouraged to put their names on alms. Students can be taught the basics of how books are organized such as layout from left to right and top to bottom, a relationship between images or graphics and printing, and page numbers. Students can improve their reading skills by reading new stories and re-reading old stories every day.
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Visual and audio aids
As students with the progress of reading disorders through the early years, these children have a hard time understanding how words and syllables from sounds in speech. Students who are slow readers benefit from sealed “read-length” books that add audio to printed materials and that are presented in small units. Educational films or spoken books can offer handicapped children information that they have difficulty learning from the printed page. Students can also use a tape recorder to record the lesson and listen to it later. Students can be shown how reading activities are essential to everyday life such as understanding instructions, labels, and signs.
Printed Support
Dyslexic children benefit from books with large print and large spaces between the lines. The documents can also be double-spaced and typed in a large plain font.
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Vocabulary of Aids
When students understand the connection between letters and sounds, they can learn to decode words through activities such as stories with words that reflect patterns in letters and sounds. At first, these words should follow conventional spelling rules. Teachers can demonstrate the meaning of words with images or bands of words that show how concepts related to each other in the presented material. Students can develop their own vocabulary word files.
Computers
Students who are old enough to develop basic computer skills find it easier to read documents written with spell checking software or a misspells dictionary, an online list of common spelling mistakes. Classroom computers can also be used for classroom assignments.
