Accommodations- Provide students in areas that provide a quiet, distraction-free place to read and answer questions.
- Allow students to listen to books on tape. - Provide students with lecture and study notes. - Allow student to use laptops or iPads for note taking in class. - During content such as science and social, don't count spelling against students that have been diagnosed with dyslexia. (LDA of California and UC Davis M.I.N.D. Institute , 2015) |
Modifications- When students are working on writing assignments, provide the students with sentence starts to show students the direction of the assigned writing piece.
- During spelling tests, provide students with letter strips to allow them to see the formation of the letters. |
Case Studies
Case Study #1
“Tom is a third grader that was referred to specialist teacher due to struggling within the classroom, even with provided supports. Tom struggles producing CVC words and recalling sight words. Tom’s teacher noticed during the assessment a possible visual discrimination problem, for instance: he read ‘q’ for ‘y’ in the ‘reading speed’ task; when tackling non-words he read ‘fab’ instead of ‘fap’; during the single word reading test he sounded out ‘dress’ as ‘b’ ‘r’ ‘s’ ‘s’.”
In the case of Tom, I would provide him with many tactile supports, such as anchor charts that the student can keep at their desk. The anchor charts will provide rhymes or images that will help them with visual discrimination problems. I will also provide the student with a letter strip that can be attached to the tops of their desks in order to produce the correct letter formation.
Case Study #2
"Grace has a diagnosis of dyslexia. She has trouble with visual scanning, processing, and working memory. She also has difficulties with spelling and sequencing for problem solving. She has strong verbal skills and is artistic abilities. She learns well with color and when her hands are occupied."
The case study provides me with Graces strengths that I can use to help her become successful in my classroom. Grace is artistic and the case study states that she learns well with colors. I will accommodate her by providing her a copy of lecture notes that are written with colored words. I will allow her to take use colored pencils to write notes or provide answers.
“Tom is a third grader that was referred to specialist teacher due to struggling within the classroom, even with provided supports. Tom struggles producing CVC words and recalling sight words. Tom’s teacher noticed during the assessment a possible visual discrimination problem, for instance: he read ‘q’ for ‘y’ in the ‘reading speed’ task; when tackling non-words he read ‘fab’ instead of ‘fap’; during the single word reading test he sounded out ‘dress’ as ‘b’ ‘r’ ‘s’ ‘s’.”
In the case of Tom, I would provide him with many tactile supports, such as anchor charts that the student can keep at their desk. The anchor charts will provide rhymes or images that will help them with visual discrimination problems. I will also provide the student with a letter strip that can be attached to the tops of their desks in order to produce the correct letter formation.
Case Study #2
"Grace has a diagnosis of dyslexia. She has trouble with visual scanning, processing, and working memory. She also has difficulties with spelling and sequencing for problem solving. She has strong verbal skills and is artistic abilities. She learns well with color and when her hands are occupied."
The case study provides me with Graces strengths that I can use to help her become successful in my classroom. Grace is artistic and the case study states that she learns well with colors. I will accommodate her by providing her a copy of lecture notes that are written with colored words. I will allow her to take use colored pencils to write notes or provide answers.