Explore this Level 3 dyslexia assignment sample to explore practical strategies, plan inclusive lessons, adapt assessments, and strengthen your ability to support dyslexic learners effectively in real classrooms.
Identify key signs of dyslexia in Level 3 learners through observation checklists UK Assignments. Common indicators include difficulties with phonological awareness, rapid naming, and working memory, affecting reading fluency and spelling accuracy. Use screening tools like phoneme segmentation tasks to differentiate dyslexia from other learning differences.
Review pupil work samples for persistent errors in letter formation and sequencing.
Conduct informal interviews to gather self-reported challenges with literacy tasks.
Dyslexia is a kind of learning disorder in which brain of a person processes written language in a different way. In simple words, it refers to the learning disability which impacts either reading or writing. A person who has dyslexia usually feels trouble while reading and its related things. Most of the individuals have this learning disorder during their childhood and it is usually a lifelong issue. This category of dyslexia is called developmental dyslexia. When a child gets older, the learning disability usually look like difficulty in spelling simple words, unwillingness to read aloud in the classroom, feel confusion in letters with same shapes and mixing words (Cleveland Clinic, 2024). Reading begins with the spoken language and in childhood, speaking begins with making easy sounds. When a person learns more sounds then they also learn how to utilise sounds to make words. In this process, when a person’s brain has trouble to process what they read, particularly breaking words into the sounds when reading, there is high chances that they have dyslexia.
Indications that a child may be at high risk of learning disorder involve late talking, problems in drafting words accurately, slow in learning the new words, problems in naming letters and face complexities in learning rhymes and playing rhyming games. Dyslexia is neurobiological in origin that means the problem is positioned physical in the human brain. The learning disorder is not caused by the developmental delay, learning second language, speech or hearing issues or poverty but those conditions can put a person at risk of having a reading disorder. Phonological theory of dyslexia is largely accepted descriptions for the fundamental causes of the developmental dyslexia (Stein, 2023.). It states that a person with dyslexia often experience problem with phonological processing which means they fight to build the skills required to divide words into a sequence of phonemes. The current study also suggests that it is not necessary that children who have dyslexia also have issues with RAN means rapid automatized naming that evaluates how quickly a person can name pictures, numbers etc. There may be other elements involved in the dyslexia further phonological insufficiencies.
A study which was conducted in the year of 2022 discovered that children who have dyslexia had trouble in differentiating among speedily presented visual or graphical stimuli. Another research presented that people with dyslexia had problem in processing auditory information which is presented at the prompt rate. These findings show that impaired time-based or sequential processing may be main element in the development of dyslexia. A one research conducted by Stein includes the discrepancy benchmark for identifying dyslexia that asserts that learning disorder dyslexia is detected when reading capability of a child is considerably lower than their intelligent quotient (IQ) (Carnegie Learning, 2023). Though, Stein debates that this benchmark or criterion is untrustworthy because IQ tests can be unfair against the children suffering from dyslexia. Many children with this learning disability do not own a considerable discrepancy amid their reading capability and IQ. Dyslexia is unusual overall but prevalent sufficient to be well-known. Professionals evaluate that it impacts 7% of population in all over the world. It influences individuals equally irrespective of race, religion and gender. Conversely, many individuals have signs which are not severe adequate for diagnosis. Genetics, variances in the brain development as well as function and disturbances in brain growth & function can be the causes of developing dyslexia.
A good sign of the seriousness and perseverance of dyslexic problems can be obtained through investigating how a person reacts or has reacted to the well-founded intervention. The BDA (British Dyslexia Association) recognises the visual as well as auditory processing problems that several people with dyslexia may face and indicates that these dyslexic readers can display an amalgamation of capabilities and issue which impact the learning procedure. The people can also have strengths in other fields like design, problem-solving, interactive and creative skills. There are numerous tools available which can be utilised to assess the sign of potential dyslexic difficulties. Dyslexia must be taken into account as difference not a disability. Individuals with dyslexia are proficient in exploring the unknown things and think bigger picture. The dyslexic brain’s strengths could have changed as humans adapted to shifting environment. A person with dyslexia disorder can still improve their learning journey.
Dyslexia is seen as the most recognised type of specific learning difficulty. There are many other neurodevelopmental syndromes which taken into account such as specific learning difficulties namely attention deficit, dyspraxia, hyperactivity and specific language impairment. Dyslexia is usually connected to other above mentioned syndromes. The learning disorder is not inevitable or preventable but it is frequently manageable with the various strategies related to learning. There are numerous approaches to dyslexia which involve phoneme awareness, structured literacy approach and Orton-Gillingham method.
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The Orton-Gillingham approach: It is highly well-recognised approach which has long been utilised to provide education to the children who have dyslexia. By this approach to dyslexia, the children learn how to read. Through paying attention on the relationship among letters and sounds, a child can allot more meaningful to language and builds better comprehension. In addition to this, the method utilises a multisensory approach that means sound, movement, sight along with touch all function in tandem while learning the words (Stevens et al. 2021). This instructional method motivates children through seeing, reading and writing letters to gain proficiency in the decoding of words. It was a first method to utilise sequential, systematic, unambiguous, direct and multi-sensory education to teach reading. It is an effective technique for all the learners and necessary for teaching children with dyslexia.
The method can be utilised in a small team instruction that means it is highly effective to teach children in a small group. By learning in a small team, children with dyslexia can enhance the reading skills. For example, teacher call out any word and children repeat it. Then they try to say letters one-by-one repeat word to ensure that it is accurate. However, there is no evidence that Orton-Gillingham method is more efficient compare to other approaches. Only highly trained teacher can give this kind of education.
Assistive technology: This approach is growingly utilised to provide support to children who are suffering from dyslexia. The United Kingdom has been at leading position of embracing to support people with dyslexia (Bell, 2025). Tools like text-to-speech, dyslexia-friendly fonts, speech recognition are highly helpful. These technologies make it easy for the children with dyslexia to improve reading and learning journey. Educational institutions are also adopting the inclusive education which make sure that children with dyslexia receive full support they require in regular classroom culture. Assistive technologies enable dyslexic children to process written language which in line with the strengths of the children. It allows children use their other skills and abilities apart from learning problem.
Assistive technology is extremely effective approach to dyslexia. It facilitates in minimising stigmatisation and cultivate a sense of belonging. Dyslexia-friendly tools are largely available. Education publishers are growingly producing books that have accessible fonts as well as digital content with unique features such as; adjustable font sizes. In my opinion, the new approach towards the dyslexia are highly beneficial and children also feel good when they learn things which they used to find difficult at first. Conversely, lack of knowledge of educator about technology is the drawback of this approach. Also, it is not possible for all the children or school to access the technology.
Phoneme awareness: It is the most useful approach and necessary skill which involve capability of children to read, spell and learn. Phoneme awareness needs knowledge that words are incorporated of unique sounds which can manipulate. This approach contains capability to separate word into sounds which mix single sounds into the words (Rehfeld et al, 2022). It also includes the capability to add or substitute new sounds in the words. This kind of technique is highly beneficial in the dyslexia disorder where children regularly struggle in learning and reading. Problem with phoneme awareness can raise issues in reading, speaking as well as writing.
As children develop the phoneme awareness, they become capable enough to understand whether the specific words has similar first or last sounds which further helps them to pronounce sounds in sequence (first, middle and last) in words. Children who are facing dyslexia can find difficulty in achieving phoneme awareness and due to this they can get frustrate. Further, the frustration can reduce the morale and motivation of the students and they could not able to get appropriate learning and improve their life. Therefore, it is crucial for the teacher to make proper strategies before providing education to the dyslexic children.
Apply Level 3 dyslexia screening using standardized tools such as the Dyslexia Screener or phonics assessments. Focus on multi-sensory tests combining auditory, visual, and kinaesthetic elements to identify strengths and weaknesses early. Document results in a pupil profile for targeted support planning.
Administer rapid automatized naming (RAN) tests for processing speed.
Analyze writing samples for common dyslexic traits like reversals and omissions.
Multi-sensory learning or teaching approach refers to the motivating learners to utilise more than one senses while learning new knowledge or taking in new information. The teaching approach promotes and supports utilising activities which appeal to the learner’s visual, kinaesthetic, tactile and auditory senses. The teaching style is not limited to listening as well as reading. As an alternative, it tries to utilise all the senses. Not all lessons in the class will utilise all six senses (touch, sight, movement, hearing, smell and taste). However, in numerous multi-sensory lessons, children engage with the lesson or study material in more than one manner. For instance: children are studying about apples in class then they might have the opportunity to visually measure, smell, taste and touch apples rather than only listening to their educator and reading.
Kids have chance to hold a halved apple and then they can count number of seeds inside apple one-by-one (Robertson and Riek, 2022). Multi-sensory teaching transfers information by making the use of things such as; movement and touch which called tactile elements. It offers more than one techniques to children for developing connections as well as learning the concepts. The approach stimulates learning through engaging children on various levels. It allows children to utilise their senses to collect the information, connects information to the ideas that are already known by them and understands relationship among the concepts. Children who have learning issues usually face problems in reading, writing, listening and Math. Multi-sensory method will allow children to utilise personal strength areas to facilitate them in learn and increase their knowledge.
In dyslexia disorder, a child feels difficulty in reading, writing and learning. There are many approaches that help a dyslexic child to learn. Multi-sensory teaching is one of the best approach for children with dyslexic. This approach concentrates on teaching students reading, speaking and spelling. With the help of this approach, all the senses of a person are engaged that assists a child in learning how to read and spell. Multi-sensory teaching enables children with dyslexia to memorise efficiently through building fundamental pre-reading skills, developing letter-sound relation and enhancing reading & spelling abilities (Okechukwu, 2023.). There are numerous multi-sensory interventions available to support the child in reading and spelling such as; Orton-Gillingham approach, Wilson Reading method etc.
These methods follow systematic approach and provide hand-on learning experience to the dyslexic children. This approach facilitates engagement of all the senses, upholds the interest, builds fluency, assists remember efficiently and makes learning more tangible. For example: A teacher can teach about the letter sounds clearly through integrating songs, images, actions as well as manipulative such as; alphabet cards. As explained above, a child with dyslexia have struggle with relating letters and sounds. Therefore, it is essential for an educator to begin teaching with the basic sounds. Multi-sensory approach engages children in the activities which include touch. It coupled with the utilisation of audio and graphic materials, provides various opportunities for children to captivate and retain information. Moreover, it emphasises on taking intellectual ideas and changes those ideas into something more real and concrete. The activities used in the multi-sensory teaching facilitate to uphold the interest and enthusiasm of children while learning.
Being a responsible teacher focus is placed on all kind of children while giving lessons into the classrooms. I used different ways especially for those students who are facing dyslexia disorder while teaching. I utilised multi-sensory approach so that dyslexic children can learn easily and improve their learning. For instance, when I teach counting to children I tell them jump 1 or 2 times as it help them to learn numbers. Moreover, I concentrated on hands-on activity to teach them how to spell and write words. I read out the words and then tell children to repeat it. After that, I also instructed them to make work utilising letter cards. I also utilised tools like blending boards which is an effective tool to explain children the basics of combination of different words. Letter cards are positioned at board and after that blended. By this students can learn use and mix different sounds thus strengthening the ability of blending various sounds. I believed that it is one of the crucial skills that needed to decode the words. I organised different activities because it helps the dyslexic students to become more active learners. It offers practical experience that enables students to learn new skills and knowledge.
Observe dyslexic learners during literacy activities to note coping strategies and triggers. Record behaviors like avoidance of reading aloud or reliance on memory over decoding. Use structured observation sheets to track engagement across subjects and inform inclusive adaptations.
Time tasks to assess processing speed under timed conditions.
Note multisensory preferences, such as tactile letter tracing.
Phonological skills are necessary for reading as well as written words resemble to spoken. Learners should have awareness about the speech sounds that alphabets and related combinations present to move from a written word to the verbal or spoken word to printed word. Awareness regarding sounds in verbal language is needed to learn about the letter-sound relations and to mix sounds with each other. A student who has good phonological awareness is in a great situation to become the excellent readers. On the other hand, children with the lack of phonological awareness practically always feel difficulties in reading. A children who face issues with phonological awareness experience many problems in reading. Initially, phonological skills involve awareness about syllables along with onset-rime segments (Medina and Guimarães, 2021). Later, students build capability to combine and segment the different phonemes.
Advance level of phonemic awareness involves the capacity to manipulate phonemes through exchanging, reversing and removing phonemes. It has discovered that phonological awareness can be achieved by the practice activities as valuable part of core instruction. Phonological awareness contains different skills such as; rhyming, alliteration, syllables and phonemes. With phonological skills, children become able to know that the words are built by the phonemes. They understand that how the sound parts words also changes. If a student cannot realise that each word made by different sounds and each phoneme shows different letter. In this, they will not be capable enough to read and write. Developing strong skills in the phonological awareness is the most crucial for all the children. Moreover, the awareness related to sounds in the words is significant to hearing as well as separating the words which they wish to spell and mixing with each other the sounds in the words children read (Vender and Melloni, 2021). There are several games and activities that would facilitate teacher to develop excellent phonological awareness in the children so that they can read and write.
Phonological skills are important for children in relation to their learning. Ineffective phonological skills may create problems for the students. Phonological skills that include hearing and deploying sounds in verbal language are necessary. Struggle with phonological abilities might become apparent in the class observations as well as assessments, even before beginning of formal school learning (Wardana, Astuti and Sukanadi, 2022). A child might show difficulty with the noticing rhymes, repetition of words and alliteration. Child might also feel difficulties in recognising the first sound in word and segmenting a word into particular sounds. Potential root causes of ineffective phonological ability involve insufficient clear training and practice in the field of phonological skills and phonemic awareness. Ineffective phonological abilities can be connected specially to dyslexia which is a kind of learning disorder and it is neurobiological in origin. It is categorised by lack of spelling as well as decoding skills. These issues generally result from discrepancy in phonological element of language which is usually unforeseen related to the other cognitive skills and the provision of competent classroom guidance.
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Secondary concerns may involve challenges in reading understanding and decreasing reading experience which can hinder development of language & contextual knowledge. For example: Students with the phonological awareness issues can hear the words like key and tea as similar if children are not able to differentiate among ‘k’ and ‘t’. This inefficiency happens when children have average hearing limits and is either an interruption or disorder in the pathway they learned speech sounds (Nakao, Oga-Baldwin and Fryer, 2021). If a child has the lack of phonological skills, then it can lead to them producing sounds in their language wrongly. Ineffective aspects sometimes lead to frustration and discourage learners to read & learn. There are many therapies and approaches related to speech and language that can be useful to reduce the phonological skills related problems. Therapist also help children to re-learn to utilise phonemes appropriately.
‘Taking one thing from the box’ will be the activity in order to promote the phonological skills. It will be an excellent activity based on syllables. In this activity, a variety of objects will be collected in the box or any basket. I will make sure to involve objects which are different from each other in in terms of syllables in the object names (Hidayatullah and Haerazi, 2021). After that, one children will be asked to close their eyes and select one object from the box randomly and name it for example, this is a tomato. All other children will repeat the name of selected object as children clap out its syllables. After that I will ask to children how many syllables were heard. I will also make sure that no one can call the answer too early.
I have chosen this activity for the children who are facing the problem in developing phonological awareness. The activity will help the children to learn about words and sounds which are involved in the word. I will organise the activity to choose one thing from box and spell it especially those students who have speech sound problem and face difficulties in pronouncing the words (Hodgins and Harrison, 2021). It is the kind of phonological disorder which means children are physically capable to make appropriate sounds but constantly cannot produce them in certain words. The activity will definitely help children to pronounce words accurately and improve their learning process. This is the reason I have selected specific activity for the children with phonological disorder.
Children in their early stages often encounter speech and language problem. Children mispronounce the vowels in the words. Although, the speech problems can be reduced or completely eliminated by speaking and practising different kind of words. The intention behind producing this activity is to improve the language skills of the children so that they can learn more complex words in the future easily. The activity will provide support to the children in improving vocabulary and thinking capability by utilising the sense of touch to find out objects which are out of sight (Assauri et al, 2022). The activity will aim to encourage children to use own knowledge and identify object without any kind of teacher’s involvement. Taking things from box activity will help me in promoting the phonological skills in the classroom. It will be beneficial for getting knowledge to read alphabetical writing system and the activity also stimulate the phonological awareness.
Review and evaluate its effectiveness based on your experience of implementing the activity.
I developed and implemented the ‘Taking one thing from box’ in the classroom and involved children who have lack of phonological awareness. Before starting activity, I encouraged all children to confidently take part in it. I noticed that the activity was highly engaging and each child equally participated. I involve different types of object that helped the children to increase their ability to identify objects out of sight. The activity related to phonological skills allowed each children to know the how many syllables in word tomato (Himmayati and Triyoko, 2024). One by one, children were told about the different syllables in different words. Also, I corrected children when they were wrong with explanation so that they do not conduct this kind of mistake again. I personally believe that the activity really helped children in enhancing the phonological awareness.
Syllable games enable the students to hear the different parts of word which is multisyllabic that supports the decoding speed, accuracy along with the fluency. With the help of activity, children not only learn about the syllables but also increase their cognitive skills. Activity enables children to use their thinking ability in order to identify the object. By understanding about the syllables, the students also became capable to spell different words in an appropriate manner. It highly contributed to the learning journey of the children. In this activity, all children work with each other that also facilitated to improve the relationship between them. However, I only collected the objects which are familiar to the children easy in pronunciation. I should include both familiar and unfamiliar objects so that children put lot of efforts to identify object. I will definitely include both types of objects when I will conduct the activity next time in the classroom. Next time, I will also plan other activities for the children to provide phonological skills.
Implement multi-sensory assessments incorporating sight, sound, and touch for accurate dyslexia profiling. Activities include sand tray spelling and colored overlays for visual stress testing. Evaluate how these reveal hidden strengths in verbal reasoning despite literacy gaps.
Test phoneme manipulation with physical objects for blending practice.
Use gesture-based vocabulary checks for comprehension.
Spelling refers to the capability to write the alphabets of a word accurately. Basically, it is a kind of way that letters are organised to create word. Teaching students the strategies and concepts to develop their spelling as well as vocabulary knowledge provide benefits to them in all the areas of learning. In UK, schools utilises different methods and strategies to enable children how to spell correctly. In the Key Stage 1, spelling guidance is based on the phonics and also involves rules & patterns related to the spelling. It is highly important for the children in terms of word-recognition (PlanBee, 2024). It also involves general exceptions and differences. It helps the children to become more productive. In Key Stage 2, teachers often stresses on relationships among sounds and letters, it does not matter that relationships are infrequent.
Further, children start to learn wide range of spelling rules as well as patterns. It also assists them to learn homophones and pertinent punctuation. The spelling strategy such as; ‘Look, Say, Cover, Write and Check’ support the students in decoding and encoding. Games, activities along with multi-sensory method are valuable spelling strategies that increase engagement of children in their and boost learning retention. Phonemes maps also helps to enhance child’s understanding about word structure and relationship between sound and spelling. Students who feel highly confident with alphabets and word patterns are capable enough to read and understand more complex words (Pan, Rickard and Bjork, 2021). By gaining knowledge about the spelling patterns, students become better in conveying their ideas in the written as well as verbal form. The link between printed words and their sounds can appear arbitrary as well as complex for the several students. However, establishing a robust basic knowledge about connections among letters, their sounds and meaning is necessary for the learners to become more confident communicators. The assessments to assess spelling knowledge of children help them to know their spelling capabilities.
Explain
The activity named ‘Word Detective’ will be conducted in the classroom and it is related to teach the children with dyslexia to spell an irregular word. In this activity, I will involve students with dyslexia disorder in the groups. After that I will show the children tricky word one by one written on the board. The all children will be asked to read and verbally spell the particular word. Then, I will turn the board and remove one letter and display the children and ask them to find out the missing letter (Denton et al, 2021). The missing letter will be written on the board again. I will repeat the process and include different words. I will give chance to each children to tell their answer. I will include combination of simple and complex words because it is crucial for the children to learn not only simple words but also complex words. During the activity, I will make sure the words are readable.
I have selected the word detective for the dyslexic children in order to teach them about how to spell irregular words. Generally, dyslexic learners feel difficulties to spell words including irregular words. It refers to the word which cannot be decoded due to the sounds of the alphabets that are distinctive to that word or a learner has not still learned the letter-sound correspondences (Lyytinen and Louleli, 2023). It will be an excellent activity and helps dyslexic learners to gain knowledge about the tricky words. Writing tricky or irregular words on board will provide hands-on experience to the dyslexic children to increase memory and that’s why I choose particular activity for the children. Students may also try to identify and spell irregular words at their by taking part in this activity.
Word detective is sort of fun word activity for children and will allow them to know about the different kinds of words. The activity is intended to provide an opportunity to the dyslexic learners to enhance their knowledge and accurately spell the irregular or tricky words. The activity will be highly beneficial for the children who may feel nervousness to spell words because of their learning disorders (Varghese and Shanbal, 2024). When I will include all children in the activity and encourages them to tell missing words whether they are wrong, it will boost their motivation. Therefore, the motive behind organising the game in class is to increase engagement and interest of the dyslexic students in their learning. By this fun activity, students will keep going and achieve educational goals.
Review and evaluate its effectiveness based on your experience of implementing the activity.
Word detective fun activity is really enjoyed by the children. Usually, dyslexic children feel uncomfortable to play learning games due to their disability. However, in this activity, they participated actively and confidently tell the missing words. Further, when I asked about the missing letters few children were still feeling nervousness but then I encouraged them to speak. This activity extremely contributed to the children’s learning process and provides them with the chance to learn something. When children learned about the irregular words it directly improved their cognitive abilities. It will further help them to learn the complex words (Colenbrander et al, 2022). Throughout the activities, students followed the all rules and instructions which helped in improving discipline among the children. The word detective offers opportunity to the dyslexic learners to discover the meaning of unaware words and enhanced their vocabulary mastery. With the help of this activity, children improve their reading and speaking skills.
It enables the children who are facing learning disorder problem to make link between the new word and their sounds. It benefitted to the children in exploring the new words without much remembering. Besides this, it enhances the vocabulary knowledge which is not highly familiar. I honestly say that children will accurately spell the words which were shown on the board as well as similar kind of words. However, in this activity, I only erase one letter and made this game easy for the children. I must erase two or three letters and increase the difficulty level. It is obvious they take more time than usual to tell missing words but they put efforts. Next time, I will utilise the strategy while I will conduct the game into the class. I will also use attractive colours while displaying the words on boards as it will catch the attention of children with dyslexia who take less interests in activities because of some reasons.
Spelling rules or patterns can take mystery out of spelling through showing the patterns between apparently unrelated words. There are several rules or convention in eight spelling patterns which given below:
All these rules or conventions related to spelling patterns are facilitate standardize spelling (de Bree et al, 2022). The rules make it simple for the children to predict how words are written according to their pronunciation. Once, children know about these spelling rules can make words and also spell accurately. It also helps to improve phonological awareness among children.
Explain
I have chosen the rule “use letter I before E’ in order to provide specific learner. I will choose this rule because a learner always write wrong due to lack of knowledge about spelling rules. It is one of the most crucial role and help to make different words. The rule is that except alphabet C a child must use I letter before E. Also, when there is sounds like A in word is also an exceptional case. The spelling pattern provides valuable knowledge to the students who feel difficulties to make word. It also help them to make difference between words and understand when should use I before E (Cuesta College, 2025.). It also helps students to learn there are some words which must be spelled –ie but actually they are spelled -ei. By knowing this rule of spelling, a child can be capable enough to avoid many misspellings of words which contain –ir as well as -ei vowel.
I will make strategies and develop lesson where children will teach about the spelling pattern or rule which will help them in their learning. I will use whiteboard and write down the words on the board which involve –ie. For example: believe, chief, series, niece, thief, movie, tried, tier, piece, shield and many more. I will also ask to each children to spell these words. Further, I will appropriately explain the rule so that children cannot do mistake (Burton, Nunes and Evangelou, 2021). I will also teach the exceptional case to children that if ‘c’ comes before ‘i’ and ‘e’ in word, then rule flips. In this case, children must use ‘e’ before ‘i’. I will teach these rule by giving them examples so they can clear their doubts. Further, I will give a list of different words and ask children to which rule implements. It facilitates children to know when to implement this rule.
Create personalized dyslexia profiles compiling screening, observation, and work samples. Highlight cognitive strengths like creativity alongside literacy barriers to guide IEPs. Involve learners in self-assessment to build ownership and motivation.
Include progress data from baseline phonics checks.
Integrate parent and pupil feedback for holistic views.
Reading is one of the major skills for the children to improve their learning process. There are basically five key principles of the basic reading skills which mentioned below:
Phonemic awareness: It is the most important for the students to have phonemic awareness. It is a kind of smallest units that facilitates the spoken language. It can be explained as capability of a student to concentrate on and manipulate phonemes in verbal syllables and words. Provides education about the phonemic awareness to the students considerably enhances their reading skills more than guidance which lacks focus to phonemic awareness.
Phonics: It refers to the relationship among the letters in written language and specific language in verbal language. Phonics guidance teaches children how to utilise these connections to read and spell words (Pasqualotto et al, 2022). It improves the success of students in learning how to read. It is substantially more efficient as compared to the instruction which teaches little as well as no phonics.
Vocabulary: The development of vocabulary is closely linked to the comprehension. The larger the vocabulary (whether it is verbal or written) of the reader, the easier for them to make the sense of text. It is learned from storybook reading as well as listening to others. A teacher can taught about vocabulary directly and indirectly.
Fluency: Fluent readers are capable to read verbally with proper speed, precision and appropriate expression. It is a skill to read and speak as well as to make sense about the text without decoding the word (Graesser, Sabatini and Li, 2022). Guided and repeated verbal reading have positive influence on word recognition, comprehension along with the reading fluency.
Comprehension: It is complex cognitive procedure students utilise to realise what they have read. Vocabulary knowledge and guidance holds a valuable role in comprehension. Young learners or students can build text comprehension by the range of methods, including responding quizzes, questions and retelling the story.
Explain
‘Storytime Rhymes’ is the activity which will be useful for the dyslexic learners to learn the basic reading skills. I will organise rhyming activity time to time in the classroom. In this activity, students with dyslexic learners try to read a picture book that involves a lot of rhymes. At first, I will read rhymes in front children in class. I will make sure that my words are clear and understandable (Javed et al, 2024). After that, I will motivate children one by one to read rhyme. I will encourage children to read aloud without any hesitation. If children will do any mistake then I will correct them at a time so that they can take care of it next time. I will also utilise games and quizzes to promote the rhyming ability. Also, I will right difficult words on the board and motivate children to read it.
I have chosen the activity as rhyming is the best activity to improve reading skills as it facilitates dyslexic learners to learn about letter-sound relationships. The rhyming activity will be beneficial for the learners to practice phonological awareness at their own level. Phonological awareness is crucial to learn how to read and spell word accurately. I choose rhyme activity for especially dyslexic learners to learn how the language works (Puradireja, 2022). Dyslexic students usually struggle to read and makes sense of text. The activity will help to build confidence and they will definitely try to read aloud even they can be wrong. Fun rhyming words and attractive phrases can be useful for the dyslexic learners to reinforce the relations among sounds and letters, offering a strong basis for reading and spelling.
The main purpose of this activity is to teach learners with dyslexic disorder about reading skills and make them capable enough to read words. With the help of the storytime rhymes activity, learners will attempt to read aloud rhyming words and make link between words and their sounds. By this activity, a teacher wants to promote early literacy as well as language development (Flaten Jarsve and Tsagari, 2022). The fun activities helps the dyslexic children to read and learn in class like normal students. The activity will prevent these learners to left behind in the learning process. Repetition of rhyme is good for the student’s brain and it will also facilitate to enhance memory, focus, spatial aptitude and thinking abilities. Rhyme activity will surely contribute in the development of dyslexic learners and increases their reading skills which will further help in future.
Review and evaluate its effectiveness based on your experience of implementing the activity.
The activity storytime rhymes worked best in the class and help to improve reading ability of dyslexic children. Before organising activity, I distributed rhyme book to each children which have attractive colours and pictures. It helped to increase engagement of the children in rhyme activity. I identified that each child took lot of interest in activity and put their full efforts to read rhymes. Moreover, I found out that when children felt difficulties to read any word they asked questions from me that was best thing in the activity (Hadhrami et al, 2022). The rhyme activity was highly effective in terms of enhancing phonological awareness. Although, when I implemented the activity, few children not fully participated in activity because of fear of failure. After that, I encouraged them to read rhyming words whether they spell wrong. The activity facilitated to learners to repeat sounds that further helped to strengthen their understanding of word sounds.
It also helped to support phonological awareness and built basis for reading skills. Literacy development is important for each children, including reading. Through rhyming activity, I became capable to teach children to define whether or not two words rhyme. Playful learning is important for early learners particularly when they are facing learning difficulties. Rhyme allowed each child a chance for playful learning by repeating sounds with different pitch and volume (Tammasse et al, 2022). Overall, the activity was suitable for the learners. Next time, when I will conduct this kind of activity in the classroom, I will try to include rhymes which have some difficult word. It will give children an opportunity learn advance knowledge. It is most important for the children to gain focus on difficult word equally as it will improve their reading skills. In addition, it will also help them to do better in higher classes and improve their learning journey.
Reading refers to the act of processing writing to develop meaning. To read and learn, a child should build fluent word reading along with language comprehension. Language comprehension is developed upon morphology, syntax and high level of language abilities. There are some principles of some higher-level reading skills are explained below:
Inferencing: It is one of the major principle that facilitates students to fill the gaps and go outside the precise meaning of the word. It helps to develop a comprehensive mental model about the text. Early capability to create inferences to provide support to comprehension is crucial to achieve advance reading ability.
Comprehension monitoring: It involves the aptitude to reflect on someone’s own comprehension. Comprehension monitoring includes skill to figure out inconsistencies in a text (Srisang and Everatt, 2021). Monitoring enables learners to validate their understanding and to make changes where understanding is not practical.
Awareness about text structure: It contains utilising how a written or printed text is arranged to guide comprehension. When learners realise how text elements work together, they can appropriately understand text without any difficulties. So, awareness of text structure is higher level of reading skills that facilitate students.
Visualising-organising: It is related to build a mental image or picture for the purpose of taking out and making meaning from text. Basically, students make images in their minds because they are reading by a story, rhyme or text (van der Weel and Mangen, 2022). Developing mental pictures assists learners achieve an in-depth understanding about the text or any story that aims long-term memory.
Summarising: It refers to paraphrasing the connotation of the text in someone’s own words. While summarising, a learner utilise different words in written as well as graphical image from those which are utilised in original text. It helps students to build advance level of reading skills. It allows a readers to understand what is most crucial to recall when reading is completed.
Explain
It is challenging for the learners with dyslexia to gain higher level of reading skills. The activity which will be organised in the class for dyslexic children will be ‘Storytelling’. I will read aloud a story in the classroom so that each learner can properly listen. Through asking questions, I will motivate learners to create accurate inferences. I will ask students predict the future actions in the story. Students will use own skills and knowledge and try to tell future (Chen, Liu and Cheng, 2023). By the activity, learners will attempt to visualise the structure of story. I will also write paragraph from story on the board with missing words and then ask children fill the gap. I will provide hints to children when I will ask for filling the gap. They will think and try to use appropriate word to fill gaps. At last, when I completed my story, I will ask question to each learner to summarise the story in their own words. I will appreciate each student for their efforts.
I have selected storytelling activity for dyslexic learners because it is an excellent reading strategy. It is quite difficult for the educators to teach dyslexic students how to read. With the help of the storytelling activity, I will be capable to teach the dyslexic advance reading skills (Nair and Yunus, 2021). The activity will strengthen the reading ability of the students by using funny and engaging story. This activity will helps learners in imagining the story’s structure which will not only improve reading skills but also enhance cognitive abilities. At the end of activity, dyslexic learner will be capable enough to make connection among different parts of story which further improve their comprehensive as well as retention.
The storytelling activity is mainly planned to provide chance to students with learning disorder to achieve higher-level reading abilities. The activity will help to test and enhance understanding of learners regarding vocabulary as well as sentence structure. It will make them capable to think about the context of the story and extract meaning from sentences in easy way. It will facilitate in clear the concept of the text or story and enhance their critical thinking abilities (Lepola, Kajamies and Tiilikainen, 2022). Dyslexic students will easily identify appropriate words for fill in the gaps which they find difficult earlier. They will start to imagine the characters and creating visual map regarding story plot in their mind which will contribute to improve advance level reading abilities.
Review and evaluate its effectiveness based on your experience of implementing the activity.
I implemented the activity which was storytelling with proper strategies. I have selected the story which is funny, engaging at the same time knowledgeable. When I announced about the activity, all children seemed happy as stories are always liked by students. Throughout the activity, when I asked questions it enhanced the confidence level of students. It enhanced the language skills, established reading comprehension as well as writing skills (Gharibi et al, 2022). I analysed that it also led to higher level of memory and grasp. Asking questions during the activity was beneficial to develop the learner’s inference abilities as students are able of creating inferences when they listen to texts or story read aloud. Fill the gaps activity gave chance them to reflect own intellectual capacity.
It enabled children to confirm their understanding and provided chance to use other words when they were wrong. Sometimes, learners felt difficulties while suggesting word for fill the gaps but it is common. In this case, I correct them and teach meaning behind it. It is highly effective activity that facilitate to boost the accuracy and fluency of learners with dyslexic in speaking. Students read aloud written sentence, it helped them to make connection between words and their sounds (Zamani Behbahani et al, 2021). Learners with dyslexic disorder also improve their pronunciation skills and helps to reduce grammatical and verbal mistakes. The knowledge they gained in the storytelling activity will definitely help students in their future learning. They will be more able to read complex words even a full sentence while learning. If I will arrange this kind of activity in future, I will try to utilise technology to tell the story. Because digital stories will involve the sound effects and illustrations which will increase the concentration of students in their learning. In general, story is best way to teach and develop reading skills.
Review intervention impact using pre- and post-assessments like reading age tests. Measure gains in fluency and confidence through repeated measures. Adjust strategies based on data, such as increasing multi-sensory input for persistent gaps.
Track attendance and engagement in support sessions.
Use pupil voice surveys for qualitative insights.
It is not an easy for the learners who face dyslexia to get proper education. The learning disorder influences the most facets of study. These kind of students face wide range of difficulties and problems in writing.
Grammar and syntax: Dyslexic students are not capable to read properly and due to this they could not be able to write accurately. They often do grammatical mistakes while writing word or sentence. Wrong order of word in sentence, lack of right verb endings and missing pronouns are common mistakes done by students.
Handwriting: The handwriting of learning with learning disorder is usually difficult to read. Lack of spelling skills and ineffective motor control are reason behind poor handwriting (Unrau, 2023). Dyslexic learners often feel issues to know what alphabet write to next and they hesitate which leads to poor handwriting as well as less fluent writing.
Sentence structure: Accurate structure of sentence is another problem faced by dyslexic students. They write sentences out of order because of poor knowledge about reading skills. For instance, instead of writing He bakes cookies, they may write He cookies bake. This kind of learners generally do such writing errors that affect their learning journey.
Lack of vocabulary knowledge: Persons with dyslexia disorder tend to have limited vocabulary. As they face issues with reading, they lack the understanding about what they read (Akyol, Temur and Erol, 2021). They are not able to get robust vocabulary that will be displayed in their writing. Additionally. They take lot of time as well as efforts to write.
Poor organisation: Dyslexic people may possess ineffective executive function skills. It means learners have issues in creating plan for writing. Their ideas also may not be completely developed and entire writing will probably be incompetent. The writing of dyslexic learners can go from one topic to another topic shortly as well as be out of order.
Explain
The activity which be conducted to provide help to dyslexic students in their writing will be ‘Letter Art’. I will conduct activity in the classroom by dividing the student in small groups so that they can gain deep knowledge and learn how to read. To improve writing, it is crucial for the students to have sufficient vocabulary. I will allot a letter to the students and tell them to draw. In starting they may face trouble in writing world but I will motivate them to write even it is wrong (Ekawati et al, 2024). In letter art activity, I will also organise sentence building game in which I will provide different letters to students. After that, they have to build complete word. Once they will make words, I will instruct them to make relevant from words they have. Throughout the activity, I will also provide necessary guidance so that they can try to make sentence instead of avoid them. I will explain the meaning of words as it will simplifies the writing.
I have chosen letter art activity for the learners having dyslexic disorder to learn how to correctly write. Dyslexic individuals experience problems in writing sentences as they have poor knowledge about vocabulary. The activity will help learners in knowing different kinds of words both easy and complex (Balantekin, 2021). First of all they will make words from letters and then they try to make full sentence. The activity will enhance writing skills of dyslexic learners in simple way. It will not act as burden on them in fact they will learn how to write while playing games. By this activity, students will write without getting confused. The sentence building games will facilitate to improve grammar.
The letter art activity is proposed to make writing easy for the students who are suffering learning disorder. The aim behind conducting activity is to support learners who struggle with writing and get frustrated because they always do mistake in writing. Effective writing skills are important for the students because absence of this skill can prevent them to achieve learning goals. Through activity, the students will not only increase their vocabulary but also make different sentences (Khaleghi, Aghaei and Behnamghader, 2022). It will help learners in their study and they will write right accurate sentences without doing mistakes like out of order. If students will write appropriately then they will not left behind in learning process because they will become able to plan their writing.
Review and evaluate its effectiveness based on your experience of implementing the activity.
Letter art is an effective writing activity which helps students to write their assignments, projects and take notes appropriately. By this activity, the students learn in fun way which reduce the chances of disengagement. Students did this activity in group and all team members make different words from alphabets and make different sentences. When students do group activities, they are more likely to learn effectively. Writing is quite difficult for dyslexic learners and they take lot of time than reading. The activity which involves words making and sentence building activities can help to read and recognise letters. Based on my experience of applying activity, I analysed that it is crucial to include both easy and complex words (Jerónimo Yedra and Almeida Aguilar, 2021). If a teacher only focus on easy words and sentences then students could not be able to gain advance level of knowledge which is important to achieve success in school. It is best way to assist students to learn to identify how ideas go together that facilitates them to design and write good and relevant sentences. It make students better to analyse own writing and determine whether the sentence is right or wrong.
Fun activities related writing contribute to reduce risks they encounter with language processing, speaking and spelling. Further, the utilisation of assistive technology is beneficial to enhance the handwriting skills. When teacher provides colourful letters to make words, it will definitely attract the students and boost their engagement in learning. It has evaluated that fun activities are best way for offering learning related support to the dyslexic learners (Bakar, ChePa and Sie-Yi, 2023). Teacher should plan activities according to interest of learners so that it gives them opportunity to utilise their different senses to complete activity. Keeping in mind individual can lead to enhancing reading, spelling and writing skills and they will form sentence in good writing with accurate grammar.
Compile assessment findings into actionable reports recommending practical solutions. Link evidence to specific accommodations like extra time or tech aids. Plan follow-up reviews every term to monitor progress and refine support.
Share reports with SENCOs using clear, jargon-free language.
Set SMART targets aligned with curriculum access.
Students with dyslexia face many problem and this learning disorder impact the behaviour, motivation and self-esteem. They think that they are capable to learn like other students perform even they put their full efforts. Learners with dyslexic disorder tend to become inhibited from educational situations with time if their learning issues are not solved. Several dyslexic learners start to lose motivation for learning as they sense that they are beyond help. Students become reconciled to the problems they are experiencing which in result the academic aspirations and goals start to disappear (Wilmot et al, 2023). They also lose their confidence level when they do not get proper support. If self-esteem and motivation of children is high then they can learn more efficiently. Due to lack of self-esteem, children who have dyslexia problem are usually scared to turn their anger toward environment rather than they turn it toward themselves that can lead to anxiety and depression.
Poor self-esteem and motivation frequently comes from struggles with learning, hindrance, frustration and isolation which they have faced in their lives. Beyond having to cope up with issues at school, children with learning difficulties may be subjected to mock from other children. They also feel pressure from adults who do not have knowledge about dyslexia. These students detached themselves from other students at school which affect their learning and overall life (Gibby-Leversuch, Hartwell and Wright, 2021). Staying concentrated can be not easy for those with learning difficulties. It negatively affects their behaviours and they always remain confused towards their life. Students tend to have adverse thoughts and regarding themselves which create negative self-esteem. Dyslexia also reduces the interest of people to enjoy progressive experiences in life. In some cases, feelings of hopelessness can lead several people to feelings of suicide. Lack of motivation can also affect the mental as well as physical health of children.
It is most important for the parents and teachers to utilise number of strategies that help dyslexic children in improving behaviour, motivation and self-esteem.
Recognize strengths: It is important for teachers to identify individual strength if they are managing dyslexic students. An educator must talk about their struggles so that they feel confident and valued in the class. Although, dyslexic children have learning issues but they also possess unique strengths which must be recognised by educator as well as parents to improve their motivation to learn.
Build self-esteem: Offering educational support to dyslexic learners is vital. Teacher must encourage children to take part in sports, activities and join club (Zaki et al, 2024). It can give a space and opportunity to students to establish self-esteem and improve their behaviour.
Be honest: If a learner is frustrated because of their dyslexia, then teacher should talk with them. By honestly speaking with children, teacher can increase their trust. Children can also feel free to express their concerns which will help them to improve their learning.
Make supportive environment: Making classroom environment in a way that support to the dyslexic learners can be helpful to enhance behaviour and self-esteem (Abu Omar et al, 2024). A teacher should build classroom culture which motivates cooperation and acceptance. Teacher must celebrate differences which can increase confidence of children to express their opinions without fear of judgment.
Integrate multisensory method: Use of multisensory teaching approaches can be helpful for students. It can facilitate to engage different senses within learning process. Mixing visual and auditory factors can improve understanding and retention for students.
Offer feedback: Provide constructive feedback which concentrates on effort and progress instead of end results can be beneficial. Positive reinforcement along with specific feedback by teachers or parents can facilitate to build motivation and confidence level. It can empower learners to communicate and fulfil their needs.
As a teacher, I am responsible to provide full support to dyslexic learners and make learning process easy for them. As a teacher, I designed and developed the different activities particularly for dyslexic students to improve their learning. I organised different games, quizzes and fun activities that help students learn while playing. Playful learning activities provide chance to dyslexic learners to show their unique skills like creativity and imagination other than reading and writing. I also supported the children who face struggle while performing activities (Nevill and Forsey, 2023). Initially, I empowered them to do the assigned work at own level but I also guided them whenever needed. It helped them to improve their self-confidence which is essential in enhancing learning. I provided basic knowledge to the students as it helped to make base for further learning. I know it is quite difficult for the learners to learn how to read, spell and write when they have learning difficulties.
In my classroom, I always tried to boost confidence as dyslexic learners often face problem of lack of confidence. When I gave any activity, I enhanced their confidence level through appreciating their hard work and never criticise their work. I utilised multisensory teaching method to educate children where they are allowed to use different senses to learn. I focused more on building the positive environment of classroom where students can collaborate with each other and learn with other students (Kundi and Alharbi, 2022). In positive class atmosphere, dyslexic children also feel free to express their point of views as well as issues they are facing in learning. Moreover, I provided emotional support to the children so that they do not feel frustration, avoidance as well as embarrassment. Emotional support also facilitated to improve self-esteem and behaviour of the students. I helped children to recognise their strengths instead of looking on disabilities while teaching to improve their learning process.
Individuals with dyslexia usually have poor working memory and lack of speed of processing. These issues also impact the maths learning along with other subjects. Around 60% of students with dyslexia disorder have maths related learning challenges. Students can develop gaps in learning due to ordered nature of mathematics. The poor firm foundation abilities can influence the learning of new skills. Students may experience specific issues with certain areas of mathematics such as;
Learning about maths can be highly challenging for the dyslexic children. Maths is quite complex subject and students always struggle to do addition, subtraction, division and multiplication as they do not have knowledge about numbers concepts. They are weak in intuitive grasp of numbers and can have issues in learning numbers facts. Further, even, children do calculations accurately or utilise a right method, they may do so cautiously with lack of confidence (Almahrag, 2021). They often try to avoid the mathematics related activities by saying I hate math which is an indication that they are struggling with maths. Students with dyslexia struggle with subject when they do see the link between calculations. Students also trouble in implementing the concepts of mathematics to the real-word issues.
Explain
The name of activity will be ‘Math Fun’ which will facilitate the children with dyslexia learn about mathematics concepts and facts. I will prepare lesson and include different types of calculations. I will conduct activity in class and motivate each children to take part actively in this activity. I will utilise string and colourful beads in the activity. I will ask students to add a bead for every single number they count up to (Malliakas, Jiménez-Fanjul and Marín-Díaz, 2021). Further, to teach about money uses, I will collect different coins and ask students to count and sort them through value, making stacks according to coin type. The activity will help children to get knowledge about counting. During the activity, I will also teach them about calculation. I will ask them to add and subtract numbers. I will use beads and teach them that group beads for addition and remove beads one by one for subtraction.
I have selected the math fun activity for specifically for the students are facing the learning disorder such as; dyslexia. Students with dyslexia face difficulties in recalling the math related facts that further creates problems in doing addition, subtraction etc. Multiplying as well as dividing numbers and understand that how these math concepts work is quite difficult for learners. This is the reason, math fun as an activity has chosen (LOVELL et al, 2023). The activity will definitely help to learn basic math concept like addition, subtraction, etc. as it will act as foundation of maths learning. By this activity, the students will able to learn how to add or subtract numbers. The students will be capable to know how to use money. It will facilitate individuals to improve their cognitive skill and they will aware about the use of maths outside of the class by learning about money.
The activity is intended to increase the interest of the learners with dyslexia in mathematics subject. Math fun activity will be useful to teach students that math facts. It will help to reduce the fear about maths and boost their engagement in learning (Irwin, Arslan-Ari and Morris, 2023). The activity will aim to promote and enhance the critical thinking, collaboration and problem-solving skills, while also strengthening the math related concepts in an entertaining format. It will motivates the learners to think strategically by using their all senses. The activity will offer engaging practices chances which can enhance fluency, math comprehension and number sense of the students and make an engaging learning environment.
Review and evaluate its effectiveness based on your experience of implementing the activity.
As per my experience of applying the activity, I realised that games and fun activities are most useful and best methods to teach students about math. I realised that as teacher it is most crucial for them to integrate the games, quizzes and many activities while planning lessons. The activity such as; math fun was really effective as it helped children about numbers. Students are usually take lots of interest when it comes to fun activities. I identified that in this activity, each child equally participated and put their efforts to perform tasks by following my guidance (Onyishi and Sefotho, 2021). Math games offered opportunities to the children get sense about numbers. Compared to traditional teaching method, game-based learning is useful in increasing the grasp on basic math concepts. With the help of the activity, learners who previously felt difficulties to do addition and subtraction also did calculation in easy way. During the activity, I also realised that it increased the curiosity of the students in math learning. Math games helped to promote the active engagement and motivation in the classroom.
Multisensory math tasks are more than only a creative method to teaching. It offered a bridge for students to understand and learn complex concepts in exciting and efficient way. I identified that at starting of the activity, children did mistakes while counting. But by continuous practising, they improved themselves and accurately count the beads and coins (Galitskaya and Drigas, 2023). Students make mistakes but at the same time they also learn from activities in real time by fun activities. I will plan this kind of fun activities on regular basis in the class in order to make good learning environment. This time I only involve basic concept but next time I will involve some complex problems like multiplication, division, fractions and decimals related problems so that students can get advance knowledge.
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