TEACHING LISTENING AND

SPEAKING TO DYSLEXIC
CHILDREN

GREEN

Dyslexia - is a language processing disorder
that some people are born with. Current
research suggests that dyslexia is an
inherited condition resulting from a physical
difference in the brain. Dyslexia is not
simply a reading disorder. Dyslexics may
have special needs in all areas of language,
including spelling, writing, reading,
pronunciation, and other disciplines
involving sequencing, such as mathematics.
WHAT IS DYSLEXIA?
A dyslexic person’s brain has difficulty
recognizing symbols and patterns and
forming them into language. People with
dyslexia have trouble separating and
grouping the sounds that letters make. They
can learn to read, write and spell, but they
process language differently than the
average person, and thus require different
training.
 Dyslexia in the Classroom

In a classroom, dyslexics may appear to be

BONJOUR easily distracted, and because of this are
often labelled as lazy by teachers and parents
who do not understand the learning difficulty.
This leads to self-esteem problems, which
can be the most debilitating long term effect
of dyslexia. Many kids with dyslexia may also
SALUT suffer from attention deficit disorder (ADD).
Teachers who understand dyslexia are able to
use different strategies to help learners
succeed. Since the classroom is often the
most stressful environment for a dyslexic
person, a knowledgeable and compassionate
teacher can help prevent depression and
behavioural problems.
 Dyslexia in Language Learners

Learning a new language can be very difficult for

HOLA people with dyslexia, especially in the written form. It
can be very stressful for these language learners to be
introduced to new patterns, sounds and symbols when
they already struggle with reading, writing, spelling and
vocabulary acquisition in their native language.
Memorization is also difficult for dyslexics. This does
not mean that dyslexics should avoid learning
additional languages altogether. Dyslexics will likely
find that learning to speak another language is much
easier than learning to read and write a foreign
language.
 Strategies for Teachers of Dyslexic
Learners

GUTEN
There are many strategies that teachers can adopt to TAG
help dyslexics. A good foreign language teacher can
even help a dyslexic person become a stronger reader
and writer in his or her own language. Dyslexics learn
better by doing than by reading. This is why dyslexic
learners succeed better in an immersion environment,
such as living in a foreign country, or watching English
films and videos. A multi-sensory approach has been
proven to work well in teaching language to dyslexics.
Since this approach also works well with learners who
do not have learning disabilities, it can be used in any
classroom.
Listening
A dyslexic child may struggle to process
incoming auditory information efficiently
in his/her first language.
1. If possible, explain important things in the child’s first
language.
2. Try to use a small tape recorder to record new
vocabulary, stories, homework instruction so the child
can listen to it as many times as necessary.
3. Using visuals and pictures along with the listening
task will aid the child’s understanding.
4. Give children choices over how to make notes
5. Activate language that children might hear in the
listening task, and focus their attention on key words
in the multiple-choice question
6. Integrate activities to support phonological
processing and help children distinguish between
similar sounds.
The following exercises might be useful if they have difficulties differentiating
between certain sounds, for example e-i, a-e…etc.
Sorting
You will need a range of cards showing
pictures of objects with the problem
sounds, and two boxes. First, the teacher
names the object, the student picks the
correct card. Second, the student repeats
the word, and places it in the right box that
is labeled for the sound.
Odd one out
This can be played with the same cards.
First, the teacher shows four pictures. For
example, hat, pen, cat, map. Next, the
pictures are named and the student has to
point out the odd one out.
Speaking
In foreign/second language acquisition
understanding, reading and writing
usually precedes speaking, therefore we
have to be very patient with our
students.
1. Never force a dyslexic child to speak, always wait until
they volunteer
2. If necessary, ask them to speak when the question is
easy and you are sure they know the answer.
3. Encourage them with lots of positive feedback.
4. Use visual organisers to review words and
grammatical structures appropriate to the speaking
topics
5. Offer supported practice with time for children to
prepare what they want to say before having to say it,
and time to reflect on the task afterwards
6. Give extra attention to pronunciation features of
language
THANKS! BYE!