Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

ACCESS, EJC Montilla, 9800 City of Tacurong
Province of Sultan Kudarat

Palawan, Maricel S. BEED-1A

CURRICULUM MODIFICATION OF STUDENT WITH DYSLEXIA
Modifying the curriculum for students with dyslexia can involve several
strategies to help them succeed in the classroom. Some potential
modifications include:
1. Providing alternative formats for reading materials, such as
audiobooks or digital texts, to accommodate difficulties with reading
and decoding words.
2. Allowing extra time for reading and completing assignments to
account for the additional effort required for students with dyslexia.
3. Using multisensory teaching methods that engage different senses,
such as visual, auditory, and kinesthetic, to help students with dyslexia
learn and retain information.
4. Breaking down complex tasks into smaller, more manageable steps
to support students in organizing and processing information.
5. Providing explicit instruction in phonics and word recognition to
address specific challenges related to reading and spelling.
6. Offering assistive technology tools, such as speech-to-text software
or word prediction programs, to support writing and composition skills.
7. Encouraging the use of graphic organizers and visual aids to help
students with dyslexia better understand and organize information.
It's important to individualize these modifications based on each
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student's unique needs and strengths, and to collaborate with parents,
teachers, and specialists to create a supportive learning environment.
Example of a lesson plan tailored for students with dyslexia focusing on
reading comprehension:
Subject: Reading Comprehension
Grade Level: 4th Grade
Duration: 60 minutes
Objective:
- Students will improve their reading comprehension skills by identifying
main ideas and supporting details in a text.
Materials:
- Short passage or story at an appropriate reading level for the
students
- Graphic organizer (e.g., a simple chart or diagram for organizing main
ideas and details)
- Highlighters or colored pencils
- Visual aids (e.g., pictures, diagrams) to support understanding
Procedure:
1. Introduction (10 minutes)
- Begin by discussing the concept of main ideas and supporting
details. Use visual aids and examples to illustrate the idea of identifying
key points in a text.
2. Pre-Reading Activity (10 minutes)
- Preview the passage or story with the students. Discuss any
unfamiliar vocabulary and provide context for the reading.
3. Reading the Text (15 minutes)
- Have students read the passage independently or in small groups.
Encourage the use of highlighters or colored pencils to mark important
information.
4. Main Idea and Details (15 minutes)
- After reading, guide the students in identifying the main idea of the
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passage. Model how to use the graphic organizer to record the main
idea and supporting details.
5. Group Discussion and Practice (10 minutes)
- Facilitate a group discussion to share and compare the main ideas
and details identified by the students. Provide additional examples and
practice opportunities as needed.
6. Wrap-Up and Reflection (5 minutes)
- Review the main concepts covered in the lesson and ask students to
reflect on their understanding of main ideas and details in the text.
Differentiation:
- Provide alternative formats for the reading material, such as
audiobooks or digital texts, to accommodate different learning styles.
- Offer additional support for struggling readers by providing a
simplified version of the text or by pairing them with a peer for reading
support.
- Use multisensory teaching methods, such as incorporating movement
or visual aids, to engage students with dyslexia in the lesson.
Assessment:
- Observe students' participation and understanding during the group
discussion and practice activities.
- Review students' completed graphic organizers to assess their ability
to identify main ideas and supporting details.
Remember to modify the lesson plan based on the specific needs and
abilities of the students with dyslexia in your classroom. Additionally,
collaborating with special education professionals and incorporating
individualized accommodations is essential for supporting students
with dyslexia.