Four Things Teachers Need to Know about Dyslexics

Dyslexics Struggle with Automated Processes

To cope with the multitudinous series of thoughts and actions that the brain coordinates every day, humans complete simple tasks on a subconscious, automatic level. For example, a non-dyslexic may pick up a sock and know instantly that it should be put in the sock drawer, or drive to work without thinking about how to turn the steering wheel. For dyslexics, however, these automatic processes can be more difficult due to poor memory recall. This may explain why dyslexics' bedrooms are often particularly messy!

A good way to help dyslexics improve their ability to complete simple processes more quickly is to encourage them to create models, such as "SLUR" (Socks Left-Drawer Underwear Right-Drawer) and "I before E except after C." Models can be created for anything from writing a paragraph (AXE: Argument, Explain, Evaluate) to remembering to pack essentials into an overnight bag (DTGMAP: Deodorant, Toothpaste, Glasses, Makeup and Pajamas).