{"id":27448,"date":"2024-10-17T10:29:42","date_gmt":"2024-10-17T09:29:42","guid":{"rendered":"https:\/\/www.devon.gov.uk\/support-schools-settings-new\/?page_id=27448"},"modified":"2025-05-15T18:04:29","modified_gmt":"2025-05-15T17:04:29","slug":"supporting-dyslexic-students-in-the-classroom","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/send\/areas-of-need\/cognition-and-learning\/devon-spld\/dyslexia-guides\/supporting-dyslexic-students-in-the-classroom\/","title":{"rendered":"No. 7 Supporting dyslexic students in the classroom"},"content":{"rendered":"\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column doc-aside is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:25%\">\n<aside class=\"wp-block-group is-layout-constrained wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-rank-math-toc-block\" id=\"rank-math-toc\"><h2>Contents<\/h2><nav><ul><li class=\"\"><a href=\"#key-points\">Key points<\/a><\/li><li class=\"\"><a href=\"#classroom-organisation\">Classroom organisation<\/a><\/li><li class=\"\"><a href=\"#alternative-means\">Alternative means<\/a><\/li><li class=\"\"><a href=\"#supporting-writing-tasks\">Supporting writing tasks<\/a><\/li><li class=\"\"><a href=\"#accessible-text\">Accessible text<\/a><\/li><li class=\"\"><a href=\"#reading-tasks\">Reading tasks<\/a><\/li><li class=\"\"><a href=\"#marking\">Marking<\/a><\/li><li class=\"\"><a href=\"#contacts\">Contacts<\/a><\/li><\/ul><\/nav><\/div>\n\n\n<div class=\"document-download-acf-block clearfix \" id=\"block_acf-block-68261e9a6db05\">\r\n\r\n\t\t<div class=\" dcc-documents-downloads hide-for-print\"><div class=\"dcc-documents-widget dcc-documents-widget-block\"><div class=\"dcc-documents-widget-box2\"><div class=\"content-container\"><div class=\"content-column download-copy\"><h2 class=\"dcc-documents-title\">Document resources<\/strong><\/h2><p class=\"dcc-documents-intro\">These files may not be suitable for users of assistive technology.<\/p><\/div><div class=\"content-column download-button\"><ul class=\"dcc-documents-widget-dropdown dcc-documents-widget-menu\"><li class=\"dcc-documents-widget-is-dropdown\"><button class=\"button secondary dcc-documents-widget-noarrow dcc-documents-widget-button dcc-documents-widget-download-button\" >Download<\/button><ul id=\"\" class=\"dcc-documents-widget-vertical dcc-documents-widget-menu dcc-documents-widget-is-submenu\" data-disable-hover=\"true\" data-click-open=\"true\"><li><a href=\"https:\/\/devoncc.sharepoint.com\/:b:\/s\/PublicDocs\/Education\/EY2sQ4Cq681Lro-5XFcI79gBNaf09Q_IF3zyu8nNH0fMqg?e=1SUMwc\" rel=\"noopener\"><span class=\"dcc-documents-widget-text\"><span>No. 7 Supporting dyslexic students in the classroom (Document)<\/span><\/span><\/a><\/li><\/ul><\/li><\/ul><\/div><\/div><\/div><\/div><\/div><\/div><\/aside>\n\n\n\t<div class=\"dcc-documents-cpt-fixed dccdocs-sticky dccdocs-hidden\">\r\n    <div class=\"grid-container\">\r\n        <div class=\"grid-x grid-margin-x\">\r\n            <div class=\"cell medium-12\">\r\n                <a class=\"back-to-top hide-for-print\" href=\"#content\"><svg class=\"app-c-back-to-top__icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"13\" height=\"17\" viewBox=\"0 0 13 17\"><path fill=\"currentColor\" d=\"M6.5 0L0 6.5 1.4 8l4-4v12.7h2V4l4.3 4L13 6.4z\"><\/path><\/svg> Contents<\/a>\r\n            <\/div>\r\n        <\/div>\r\n    <\/div>\r\n\t<\/div>\r\n<\/div>\n\n\n\n<div class=\"wp-block-column doc-content is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:75%\">\n<article class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"wp-block-heading\" id=\"key-points\">Key points<\/h2>\n\n\n\n<p><strong>Some key points to try to remember:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Be aware of the desire of many students to be the same as everyone else &#8211; differentiate work with sensitivity.<\/li>\n\n\n\n<li>Encourage the student to offer suggestions in class discussions in which they often shine in relation to their peers. (It can be helpful for a support assistant to have checked that they know the correct answer to prevent further failure).<\/li>\n\n\n\n<li>Encourage risk taking, \u2018What\u2019s your best guess?\u2019 modelling that it is all right to make mistakes.<\/li>\n\n\n\n<li>Ask students to rate out of 10 their confidence in knowing an answer, before they give it.<\/li>\n\n\n\n<li>Never ask a dyslexic student to read aloud in class unless they offer, and even then try to ensure that they can read the text easily before allowing them to proceed.<\/li>\n\n\n\n<li>Try to find written tasks for which the student can see a purpose &#8211; e.g. writing emails, writing to outside organisations, penpals.<\/li>\n\n\n\n<li>Structure the task so that it is manageable.<\/li>\n\n\n\n<li>Be aware of an over reliance on adult support developing. Fade support out gradually leaving a longer time before offering help.<\/li>\n\n\n\n<li>Check all students understand the task before moving on.<\/li>\n\n\n\n<li>Build in SUCCESS and use PRAISE<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"classroom-organisation\"><strong>Classroom organisation<\/strong><\/h2>\n\n\n\n<p>Think carefully about classroom organisation:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Seat students with supportive peers operating at a similar intellectual level, rather than always with other students with literacy difficulties. Placing a student with their intellectual peers means that they can participate in discussions at a suitable level as well as safeguarding self-esteem.<\/li>\n\n\n\n<li>Use a more competent, supportive peer to compensate for weak literacy levels&nbsp; &#8211; by acting as a reader, as a checker for proof reading, as a tester for learning exercises.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"alternative-means\"><strong>Alternative means<\/strong><\/h2>\n\n\n\n<p>What alternative means are available for recording or presenting information?<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Use of a laptop to access Word or Word on-line (the latter has \u2018dictate\u2019 technology).<\/li>\n\n\n\n<li>Assistive Technology\u2014speech to text (\u2019Dicate\u2019 or Dragon Naturally), however the student will need a quiet space or a \u2018privacy board\u2019<\/li>\n\n\n\n<li>Dictation to an adult or peer (use of a scribe)<\/li>\n\n\n\n<li>Diagrams (e.g. timelines, tables, posters, charts)<\/li>\n\n\n\n<li>Graphic organisers and supporting software e.g. Kidspiration<\/li>\n\n\n\n<li>Storyboards<\/li>\n\n\n\n<li>PowerPoint presentations<\/li>\n\n\n\n<li>Oral presentations<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"supporting-writing-tasks\"><strong>Supporting writing tasks<\/strong><\/h2>\n\n\n\n<p>Which mechanisms can support writing tasks?&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Scaffold writing activities with the use of: writing frames, disrupted information and cloze procedure exercises<\/li>\n\n\n\n<li>Allow students with literacy difficulties to write directly onto worksheets which may need to be enlarged.<\/li>\n\n\n\n<li>Provide (and teach) key words for independent writing.<\/li>\n\n\n\n<li>Encourage the use of spellcheckers (Franklin Collins SPQ 109 or Franklins LWB) and word mats.<\/li>\n\n\n\n<li>Avoid copying from the board.<\/li>\n\n\n\n<li>If they must copy, provide a close or e-copy.<\/li>\n\n\n\n<li>Word processing and the use of support packages. e.g: Word, Google, Clicker, Claroread, Text Help, Wordbar etc.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"accessible-text\"><strong>Accessible text<\/strong><strong><\/strong><\/h2>\n\n\n\n<p><strong>Ways to make the text more accessible<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Choose a font that is clear and easy to read (e.g. Comic Sans, Calibri, Tahoma, Arial, Garamond).<\/li>\n\n\n\n<li>Use as large a font (12+) as possible.<\/li>\n\n\n\n<li>Use text boxes to separate out small blocks of text.<\/li>\n\n\n\n<li>Use pictures and diagrams to break up the text.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"reading-tasks\"><strong>Reading tasks<\/strong><strong><\/strong><\/h2>\n\n\n\n<p>Which mechanisms can support reading tasks?<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Use cream or pastel coloured paper<\/li>\n\n\n\n<li>where possible to reduce glare.<\/li>\n\n\n\n<li>Use blue, brown, red, green or purple board markers in preference to black.&nbsp;<\/li>\n\n\n\n<li>Use different colours to separate key information written on the board.<\/li>\n\n\n\n<li>Never ask a dyslexic student to read aloud in class (unless he offers, and even then try to ensure that he can read the text easily before allowing him to proceed).<\/li>\n\n\n\n<li>Arrange for any lengthy text reading to be supported by a \u2018buddy\u2019 or a support assistant, or tape recorded in advance.<\/li>\n\n\n\n<li>Think very carefully about how you present written information.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"marking\"><strong>Marking<\/strong><strong><\/strong><\/h2>\n\n\n\n<p>When marking written work:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Mark positively.&nbsp; Identify one success, provide one tip or maybe suggest one target.<\/li>\n\n\n\n<li>Write comments above, below or beside the body of the text, not all over the student\u2019s own writing<\/li>\n\n\n\n<li>Focus on strengths rather than weaknesses&nbsp; &#8211; e.g. separate composition from transcription in writing.<\/li>\n\n\n\n<li>Be aware of the effort that has been expended to produce 5 lines of writing when most students are producing 30 plus.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"contacts\">Contacts<\/h2>\n\n\n\n<p><a href=\"mailto:DevonSpld@devon.gov.uk\">DevonSpLD<\/a><a href=\"mailto:DevonSpld@devon.gov.uk\" target=\"_blank\" rel=\"noreferrer noopener\">@devon.gov.uk<\/a><\/p>\n\n\n\n<p><a href=\"mailto:deborah.lynch@qe.devon.sch.uk\">deborah.lynch@qe.devon.sch.uk<\/a><\/p>\n\n\n\n<p><a href=\"mailto:%20ann.atherton@qe.devon.sch.uk\">ann.atherton@qe.devon.sch.uk<\/a><\/p>\n\n\n\n<p><a href=\"mailto:%20rebecca.hughes@qe.devon.sch.uk\">rebecca.hughes@qe.devon.sch.uk<\/a><\/p>\n\n\n\n<p><a href=\"mailto:%20ossian.pleasance@qe.devon.sch.uk\">ossian.pleasance@qe.devon.sch.uk<\/a><\/p>\n<\/article>\n\n\n\n<div class=\"wp-block-group is-layout-constrained wp-block-group-is-layout-constrained\"><div class=\"document-meta-acf-block clearfix \" id=\"block_acf-block-68261e9a6db2c\"><div class=\" dcc-documents-meta\"><div class=\"dcc-documents-widget dcc-documents-widget-block\"><div class=\"dcc-documents-widget-box2\"><p class=\"dcc-documents-published\"><span>Published<\/span> <time datetime=\"2024-10-17T10:29:42+00:00\">17\/10\/2024 10:29am<\/time><\/p><p class=\"dcc-documents-updated\"><span>Last Updated<\/span> <time datetime=\"2025-05-15T18:04:29+00:00\">15\/05\/2025 6:04pm<\/time><\/p><\/div><\/div><\/div><\/div><\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Key points Some key points to try to remember: Classroom organisation Think carefully about classroom organisation: Alternative means What alternative means are available for recording [&hellip;]<\/p>\n","protected":false},"author":2755,"featured_media":0,"parent":27416,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"longdocument-template.php","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-27448","page","type-page","status-publish","hentry"],"acf":{"updated":"","dccdocs_documents":[{"title":"No. 7 Supporting dyslexic students in the classroom","file":"https:\/\/devoncc.sharepoint.com\/:b:\/s\/PublicDocs\/Education\/EY2sQ4Cq681Lro-5XFcI79gBNaf09Q_IF3zyu8nNH0fMqg?e=1SUMwc","file_size":"","unit_type":"KB","file_type":"Document"}],"section-guidance":"","sections":null},"publishpress_future_action":{"enabled":false,"date":"2026-05-11 13:27:09","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/27448","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/2755"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=27448"}],"version-history":[{"count":5,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/27448\/revisions"}],"predecessor-version":[{"id":32483,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/27448\/revisions\/32483"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/27416"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=27448"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}