Saint Brigid’s National School, is a primary school situated in the centre of Greystones, Co. Wicklow. Our mission is to provide the highest quality education for all our children in a happy, safe and stimulating Christian environment, focusing on their academic, social, personal, moral and spiritual development to help them be the best they can be.

A Whole School Approach to Dyslexia

Developing and sustaining a child’s self esteem is very important.

We find THIS a useful video. From the British Dyslexia Association this ‘animation seeks to preempt misconceptions among young audiences by shedding light on the real challenges dyslexic children face whilst also acknowledging their strengths and potential’.

It may be useful for your child to know about famous people that have been successful and that have dyslexia. Famously Albert Einstein is thought to have had dyslexia. Click on THIS link to the Dyslexia Association Ireland website to see a list of names.

St. Brigid’s has a whole school approach to Dyslexia

Where appropriate teachers

• Provide handouts

• Praise the student for asking for help.

• Give the student ‘thinking time’ (processing time)

• Praise effort

• Draw attention to the aspects of student answers that are correct and help to focus on what the student does know.

• See mistakes as hypotheses that lead to learning rather than failure

• Use a multi-sensory approach

• Give information in small chunks

• Avoid rote learning

• Teach strategies to support memory – headings, rehearsal, sequencing.

• Give direct explicit instructions

• Check readability of texts

• Use differentiation e.g. only mark target spellings – not all

• Use mnemonics

• Employ paired reading and peer tutoring

• If possible, simplify worksheets. Use large print with clear spacing. Ideally paper should be cream/pastel coloured.

• Use Sans serif font and large font size.

• Avoid lengthy dictation or requiring student to copy from whiteboard or blackboard

• Encourage proof reading

• Train student to plan written work using headings and sub-headings ahead of time.

• Try mind mapping

• Highlight difficult words in text

• Sit the pupil up at the front of the class

• Check posture/pencil grip etc.

• Give work in manageable amounts

• Ask pupil to survey each task and to think what the pupil has to do before starting.

• Show and allow alternative ways of recording e.g. flow charts, maps, diagrams and/or computers.

At all times

• Teachers do not ask the student to read out loud when they haven’t had a chance to prepare. Sometimes teachers ask students to practice a short paragraph at home so they can read it with fluency in front of the other students.