It is good practice to provide photocopied to dyslexic students at the beginning of a session enabling them to follow the lesson and make
minimal notes as needed, this allows the student to focus on the content of the lesson and not on the spelling of their notes. Do not overload handouts with too much text as it is difficult for dyslexic students to learn and understand written information. Use a multi-sensory learning environment, try using flow charts, diagrams and bullet points. Practical and experiential learning will assist the student to learn with their peer group. Also, use a recommended font, e.g. Ariel or Comic Sans font, size 12. Ideally, articles/handouts that require reading in the lesson should be given to a dyslexic student in the previous session. This will enable the learner to read through the text before the session it is required in, allowing them to have prior knowledge and enable better understanding of information. A dyslexic student is slower at processing written information, usually needing to read through the text 3 times to fully process then understand the information. Check student learning through the session, especially at the end or when assignments are set and discussed. Provide written guidelines for the completion of assignments including deadlines. This is suggested as dyslexic learners may forget all verbal instructions as soon as they walk out of the session. All new vocabulary will need to be explained. Words should be placed and kept on the board to enable spelling and explanation to be noted and fully understood. Using different coloured overlays or reading rulers to emphasise handouts, these will aid visual memory of the dyslexic learner. Use coloured board pens to highlight new vocabulary. Colour is a good memory aid for all. However red and green can be difficult for some dyslexic students to read.