Literacy

Learners with dyslexia may:

Be very good at generating ideas and answers but might have a hard time organizing their thoughts.
Be amazing storytellers, with highly creative ideas and use language and vocabulary in original and innovate ways.
Process information slowly; this has nothing to do with their intellect or creativity.
Benefit from typing instead of writing a story to overcome their challenges of spelling, punctuation and grammar, enabling them to get their thoughts on paper and edit the spelling, punctuation and grammar retrospectively (adding paragraphs, full stops and capital letters).

An accommodating classroom experience will:

Provide a learner with dyslexia additional time on rules-based tasks like grammar, spelling, and reading.
Allow a learner with dyslexia to write multiple drafts, each time focusing on only one or two skills at a time.
Include an explicit, multi-sensory teaching approach that provides students with tools to recall and use grammar, spelling, and decoding rules.

Reflection

In these videos, how is literacy defined?
How does slower processing impact some students with dyslexia?
How could providing additional time impact a student with dyslexia?
What are ways you can break down assignments into manageable parts for a student with dyslexia?