For many people with dyslexia, writing can also present as an issue. When some people with dyslexia need to write a story or other form of text, they usually know what to say, and if you asked them to verbally tell you, they will be able to do so with little difficulty.
Often, when asked to write a narrative, or answers to a question, people with dyslexia find that difficult, mixing up their thoughts and being unable to organise their writing. For many, issues with spelling can also create difficulties with writing. Many will focus so hard on spelling words correctly that they will lose their train of thought. Others will find spelling more complex words difficult, and even though these words can be verbally included in the story, the issue with spelling when writing can mean that they use easier to spell words which aren’t exactly what they wanted to say. A lack of confidence in spelling can have a considerable detrimental effect on children’s written expression, according to Reid, (2016).
All this can end in frustration and convinces the author that they are “not good at writing”. Naturally, if writing tasks are specifically handwriting assessments, the task must be handwritten but for many writing assessments in the classroom, the writing task is set to ascertain the student’s knowledge about writing a narrative, persuasive text, or non-fiction report, to name a few.
According to Reid, creating motivating tasks where a student with dyslexia can experience writing success is imperative. Setting achievable tasks early on will ensure students are motivated to succeed. Early demotivation can result in a long-term fear of writing. Children with dyslexia require a structure and cues to lead them into the writing process. Planning their work, using word banks for vocabulary, asking for extra time to complete tasks are some of the ways students with dyslexia can experience success. Working with the child to identify the strategies they find helpful when writing AND empowering them to seek accommodations and adjustments from teachers is a great start.
Reid states that the writing process including spelling, handwriting and generation of vocabulary have been made easier with the use of computers and relevant software.
Students with dyslexia may wish to use accommodations and adjustments to complete the task. These may include, but are not limited to:
· Speech to text
· Mind mapping/brainstorming
· Using a scribe to make notes to remind them of what they wanted to say and the language they choose to use
· Using apps to help with the writing process
· Word processing
· Online editing tools
Being able to use these accommodations and adjustments enables a student with dyslexia to participate fully in the curriculum, maximising their learning by providing and educating them with flexible approaches to learning. Technology itself is not a magic wand, however its use, and being properly educated in its use, can make a huge difference to a child’s confidence and skills. It is not enough to provide the accommodations or adjustments. As educators and parents, we must ensure that our children with dyslexia are properly taught HOW to use them. Using technology tools does not replace the need for instruction in the processes and strategies involved in their use.
This website provides some helpful advice:
https://www.understood.org/en/articles/classroom-accommodations-written-expression-disorder
https://www.nap.edu.au/naplan/accessibility/adjustments-for-students-with-disability
Sue
Sue Austin
Reid, G. (2016). Dyslexia, A practitioner’s handbook. Wiley.