DEMOS Project - Module: Dyslexia

Module : Dyslexia

Simulation 1 (continued)

Passage 3

Graphic demonstrating fading of text from visibility to invisibility.

Questions

Why might some dyslexic students not be able to receive similar study skills tuition?
What could be of benefit to such students if it can be dispersed?

This passage illustrates fading. Some dyslexic students experience this effect when reading.

Answers

The answers to the questions are:

Some students might not be able to receive similar study skills tuition because they don't have funding.
Study skills techniques and mind mapping would be of benefit to such students if dispersed.

Here is the original passage:

"Widening participation initiatives are bringing in many non-dyslexic students who would benefit from similar study skills tuition, but would not have funding to receive it. If the knowledge of mind mapping and other study skills techniques can be dispersed across academic departments it could benefit such students."

Reflection

Did you find the reading tasks difficult? Were you frustrated by being unable to understand what was being expressed in the passages? Can you imagine what it would be like to experience two or more of the problems at the same time? How much more time did it take you to answer the questions? If you had to read a considerable amount of text written in this way how would you feel?

What can you do to assist students with reading?

Below is a list of recommendations from the Access Summit handbook - Dyslexia, Guidance for Staff :

Identify key texts on reading lists
Be aware that extra time may be needed to complete reading
Provide source material in alternative media (tapes, videos, CD -ROMs)
Avoid asking students to read aloud in class
When creating handouts use appropriate size and shaped fonts (eg Arial size 12), do not use faded, poor originals when making copies
Leave points written on the board or OHT as long as possible to allow students extra time to copy down information

I'm not saying in a group work situation that you should use it as an excuse, but it could come to draft something and you might feel embarrassed - I'll give a whole chunk for them to read and I might just read a paragraph myself right at the end. I try to be a bit of a leader, in that sense. I know that if I have to read a big chunk it is going to take me ages. I get somebody else to do the writing and I say that my spelling is atrocious.

I'm not sure whether that;s good or not. It's tactics!

Saptal, 3rd year, BSc Quality Management

Other examples similar to these are available in the book
Ryden, M. (1997) Dyslexia. How would I cope? 3rd Edition. London: Jessica Kingsley.

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