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Part 1
Literacy
Introduction
This first part of the book focuses on literacy because literacy difficulties usually present the biggest and most enduring challenge for children with dyslexia. In Part 1, the activities are divided into sections on reading, spelling, written expression and vocabulary expansion/grammar. This comprises more than 30 activities, and each uses the same format as discussed in the introduction to the book. This includes introducing new vocabulary and relating this to the activity.
In relation to reading, we would like to emphasise that reading is not only about ‘cracking the code’! Certainly, the fundamentals of early reading skills are important, but reading is also about reading for meaning and obtaining pleasure from books! Additionally, reading will extend the learner’s vocabulary and accompanying comprehension – paving the way for higher-order thinking skills. In many ways, therefore, reading can unlock the door for more effective and successful learning for the child with dyslexia. The experience of print is crucial, and we have acknowledged this in the activities in the reading section – for example, Reading for Purpose.
We are also aware that reading needs to be exciting, and we have an activity called Genre to help the child realise there is a wide choice out there, and that reading materials can be varied. The idea is to capture an area that will relate to the reader’s interests. This is essential to effectively engage the child to read, because he/she wants to read, not because they have to!
There is also a section on spelling – not surprisingly, because spelling is often a major obstacle for children (and adults) with dyslexia. Luckily, we now have ready access to spell checkers, including some very sophisticated ones (e.g. the spell checker in Texthelp Read and Write Gold™) that are specifically developed with the learner with dyslexia in mind.
Certainly, spelling rules and patterns need to be learned, but these are best learned in context and not in isolation. Spelling can therefore be successfully embedded into learning for those children who have super ideas but are unwilling to get these down on paper because of spelling difficulties. It is important to emphasise that in some circumstances – for example, when engaging in creative writing – spelling does not matter. The spelling and writing activities in this book can be used to develop fluency and in a game format that gives the child a set time to complete the task. At the same time, you do not want to put more pressure on the child, so this should be carried out as a fun activity. Some of the activities in the spelling section are indeed fun activities – for example, Spelling Corks, Spelling Golf and Spelling Ping-Pong.
This part includes a range of activities on written expression. The emphasis here is on creativity and imagination. Often children with dyslexia have difficulties putting pen to paper, so this is a very important section. You can also permit the activities to be spoken rather than written, if the child is unable to fulfil the task in written form.
The activities in this section are engaging and varied. Many are unusual and have a practical and amusing twist – for example, Tunnock’s Teacake, Local Language and Forest Walk.
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