100 Ideas for Supporting Pupils with Dyslexia (Continuums by Gavin Reid

100 Ideas for Supporting Pupils with Dyslexia (Continuums by Gavin Reid

By Gavin Reid

This beneficial, ingenious and functional consultant presents these operating with dyslexic young ones 100 rules of the way to help their studying improvement. Lists variety from deciding upon the wishes of person students and their studying types to constructing scholars analyzing, writing, numeric and conversation talents.

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Additional info for 100 Ideas for Supporting Pupils with Dyslexia (Continuums One Hundreds)

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Word lists can be quite general, composed of words commonly used by pupils at certain ages. They can also be in the form of specific lists focusing on the pupil's own particular spelling difficulties. The list below shows some common words for Year 2 pupils. Other word lists can be made up for different subject areas and are especially useful for subjects which involve learning a considerable amount of specialized and technical vocabulary. 1 to it he one and my went on she the was in said day a is there they we home with dad so of me like had were at Pupils who struggle with spelling need to be given strategies for reviewing and learning the spelling of words.

Discuss what he is visualizing to ensure he is on track. Then ask the pupil to draw a picture of what he sees - do this on a card and write the chapter number in the top right-hand corner. He does not have to be an artist - stick figures work just as well. Add a splash of colour if time permits. If it is a longer chapter, the pupil could do several drawings taken from the beginning, middle and end of the chapter. This can help with the sequencing of the action in the chapter. When he has finished with the book the pupil will have a visual, sequential record of what the reading was about and can then use the visuals as triggers when he is required to retell the story.

Talk about the kind of things you might find in a forest and encourage the pupils to use a thesaurus to develop their vocabulary further. Give the pupils a large piece of paper each and have them draw the outline of a forest - it can be any shape they like. Draw in the detail: o o o o o o o o o Are there hills or mountains? Is there a shoreline - are there beaches or is the forest at the edge of a steep cliff? Do the beaches have sand or rocks? Are there streams and rivers? Are they wide and lazy or dangerous, with white water rapids?

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