Therapy, schooling and self-study work undertaken by the child should follow the following principles:

  • slow pace, variation of work rhythm, increased fatigue of the child should be taken into account,
  • it is necessary to divide the child’s material to be learnt into small portions, extend the time for performing tasks, use an increased number of exercises, repetitions,
  • do not overload the child with reading and writing (take short breaks or change the type of activity frequently),
  • use multiple sensory channels (involve all the senses) and use association techniques to facilitate memorisation,
  • children’s strengths need to be highlighted and built on,
  • the child’s contribution should be recognised and rewarded, regardless of the results achieved,
  • the child’s smallest progress should be highlighted and appreciated,
  • do not punish the child for failure, lack of or insufficient results in work,
  • give the child short, simple instructions and make sure he/she understands them,
  • create a suitable environment for the child to work in (comfortable, quiet, well lit, well equipped place),
  • develop a suitable work schedule with the child (fixed time, place for learning),
  • help the child, monitor the effects of the work,
  • do not help the child to find and correct mistakes,
  • the child should be taught the habit of self-correction and constant use of a spelling dictionary,
  • do not lower the marks for typical dyslexic mistakes in reading and writing,
  • the child should not be required to write on the board or read aloud in the forum.

For dyslexic students, the following facilitation may also be beneficial:

  • listening to reading (audio books),
  • writing on the computer (easier to read, correct, complete notes),
  • using a dictaphone to record what they have said in order to transcribe it by ear (essays),
  • using a dictaphone to record activities in order to complete notes which the child has not had time to write down,
  • writing in capitals (makes the work easier to read),
  • replacing the notebook with a workbook (can be removed, added to, rearranged, making it easier to revise and complete notes),
  • notebooks with enlarged lines (makes writing easier),
  • pointer reading (marking the word that is being read).

Sources:

  1. M. Dąbrowska: Dysleksja w ujęciu psycholingwistycznym. Przegląd badań. Psychologia Wychowawcza Nr 4 1995 r.
  2. https://zdrowie.radiozet.pl/Ciaza-i-dziecko/Zdrowie-dziecka/Dysleksja-rozwojowa-na-czym-polega-to-zaburzenie?
  3. M. Bogdanowicz, A. Borkowska, Model rozpoznawania specyficznych trudności w czytaniu i pisaniu
  4. M.B. Pecyna (red.), Dysleksja rozwojowa. Fakt i tajemnica w diagnostyce psychologiczno-pedagogicznej
  5. http://rodzina.bialystok.pl/aktualnosci/885/dysleksja-czym-jest-jak-ja-rozpoznac-i-jak-wspomagac-dziecko/
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