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Many researchers and educators are now looking at Dyslexia as a learning difference which affects a student's ability to understand many skills taught in the average classroom.

Below is a mindmap of some teaching strategies and accommodations we believe Dyslexics need in a school program to utilize their natural thinking and learning styles successfully.


1. Assessments for:
    • Dyslexia
    • Dysgraphia
    • Irlen Syndrome screening
    • Eye test for convergence and tracking problems
    • Determination of the student’s dominant ear
    • Best environment for school and home for studying:
      -music or tv on or off
      -minimize distraction from other people or family pets while studying or needs the noise and movement to focus
      -standing or sitting down at home and school
      -sitting at front of class to aid with less distraction from other students, have dominant ear in direction of teacher and see the board easier
      -testing in separate room from other students to help concentration and focus,
      -extra time for tests or do tests orally
      -movement accommodations for kinesthetic children
      -lighting issues(fluorescent lights can be very aggravating and cause issues for those with Irlen Syndrome)
      -other testing if appropriate for other issues indicated
    • Psycho-educational testing through private or school psychologists

2. Dyslexics are picture thinkers first and then words. This accounts for being tongue-tied, slow to answer, using the wrong word, etc. Give them time to sort out what they are trying to say or write. If they want assistance, give it but don’t automatically correct or jump in with what they want to say. They will start to shut down due to the embarrassment. See our “Dyslexia or Being Right Brained”

3. Teaching Dyslexics in concrete big picture top down methods. See our “Dyslexia or Being Right Brained”

4. Dyslexics do not due well with straight memorization like the times tables or sequential teaching. They need to understand something completely and concretely. If teaching something abstract like division, find ways to physically demonstrate it and then connect it to the abstract part. For example, fractions can be demonstrated with whole objects such as oranges and extra oranges to cut in fractions. The parts of the orange can then be connected with quarters. = ¼ Always remember to have a whole orange there also. They need the “whole” to see the “part”. See our “Dyslexia or Being Right Brained”.

5. Use teaching methods that promote sight word spelling and reading. See our “14 Steps to Teach Dyslexics how to Spell & Read”.

6. Learn to teach Dyslexics in specifics, not generalizations. Dyslexics tend to not see the obvious when listening to new information, but instead create many different takes on what they hear and need to know what you want them to focus on. See our “Dyslexia or Being Right Brained”

7. Assist students with Dysgraphia with methods that can improve their writing skills and directionality problems and accommodate them with different aids including a computer.

We often hear this is not fair to other students. Dyslexia experts such Neil Mackay say the computer levels the playing field for Dyslexics working with other classmates who don’t have reading, spelling and writing issues. See our “Dyslexia or Being Right Brained”

8. Determine what the student’s best sense and second (kinesthetic, auditory or visual) and then work them into their class and home work. This is where multi-sensory teaching can be so effective but needs to be focused on for that particular student.

For example, if a person does not do well with auditory information – can’t understand it easily or retain it, they need to utilize their more effective senses. Say they are strong visually and kinesthetically; the use of videos, mindmaps, charts, posters, hands-on materials would be much more effective.

I always ask adults to think how learning something new is best for them and if they don’t get info their way, how difficult it is to learn new things. Now understanding that, apply it to children who are in a constant environment of learning that is largely abstract and often presented mostly auditorily.

Creating a strong multi-sensory teaching program can help all students in a classroom do much better for learning, processing and retention. See our “Dyslexia or Being Right Brained” and “How the Right Brain Learns”.

9. I cannot emphasize enough how important an Irlen Screening is for all students and especially Dyslexics. Irlen Syndrome is a perceptual processing disorder due to a problem with the brain’s ability to process visual information. It causes the sufferer to have visual distortions when trying to read or look at something on a white background such as a book, a white board, smart boards or computer screens and working under fluorescent lights.

They can also experience headaches, stomach issues, dizziness, and other physical issues. Irlen Syndrome affects about 20% of the general population and 44% of Dyslexics and other people with learning disabilities. If the student is experiencing it slightly to the extreme, any learning is impacted, especially reading. I suggest going to www.irlen.com for more information. There are many accommodations and adjustments to deal with this problem. Irlen.com can direct you to local certified screeners and diagnosticians for glasses and contacts in your area.

10. Some Dyslexics are experiencing convergence or tracking problems that can severely affect the student’s ability to do their school work. We strongly suggest a specific eye exam for these issues along with a normal vision test. There are vision therapy programs available through opthamalogists who special in this type of treatment. Ask your pediatrician, eye doctor, or check through the internet for a local doctor who specializes in vision therapy.

11. Dominant ear is beginning to be recognized as an important part of an effective teaching program for Dyslexics. There are many different ways to determine this. Easiest is take note which ear the Dyslexic uses to talk on the phone. Next make sure the student sits at the front of the classroom and has that ear pointed at the teacher. Teachers will sometimes notice a student staring out the window and think they are daydreaming. The student might instinctively be turning their strong ear towards the teacher. This is not an issue with hearing loss, this concerns which of their ears processes what they are hearing most effectively.

12. Utilize mind mapping techniques in the classroom for all subjects for all ages. Dyslexics can learn, retain and access information so well, bordering on a photographic memory with this technique.

These methods, accommodations and more can be found in our “Dyslexia Victoria Online Teaching Program for Dyslexics”.


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Dyslexia Victoria Online offers assessments & screenings for Dyslexic students, adults & employees.

We provide teaching plans and accommodations for Dyslexic children and adults. Our strategies help parents, teachers and tutors work more effectively with Dyslexic students.

We also offer certified Irlen Screenings.

We are available for Dyslexia Workshops for any organization, groups of parents or school Pro-D Days.

We are located on Vancouver Island and serve:
the island, adjacent islands, Powell River & the Vancouver area
Please contact: Karey Hope for more information or set up an appointment-
Call 250-655-3034 or
email: khope@ dyslexiavictoria.ca

"To help employers, managers and supervisors understand the benefits and unique capabilities of Dyslexic employees, and to help all employees reach their full potential by improving their literacy and numeracy skills through personalized training."


Dyslexia, literacy, numeracy and learning styles assessments for job candidates or employees in the workplace.

Personalized Dyslexia, literacy and numeracy |Teaching Solutions and Development Tools for employees.

Workshops and individual consultations for Dyslexia and Literacy Awareness and Development Tools

Coaching for managers and employees working with Dyslexic employees or co-workers.

Irlen Screening for employees with difficulties reading black text on white paper and fluorescent lights.


Dyslexia Awareness and Accommodations

~a certificate program~
This online course is targeted for service providers, employment counseling services, human resource managers, managers & business owners & Dyslexic employees
~Inquire about registration today!~

Click here for information on our next scheduled course!
or email us at:khope@dyslexiavictoria.ca

Testimonial "...just an update with Tamsin - I took her out of school January 2009 after receiving all your wonderful books, they gave me the courage to take the plunge as school once diagnosed a "problem" had no intention nor staff to teach her with dyslexia in mind...We have not looked back. - Tamsin is now a very happy learner and I bring as much visual learning to her lessons as possible. It's like opening doors every day!...Tamsin is going on 13 now and is much happier in her schooling. Thank you for giving me the knowledge, understanding and the courage to teach my daughter." - Tracy, UK

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HAVE you felt frustrated when your child's teacher tells you that they are struggling and not keeping up. But the teacher has no answers or solutions for the problem other than your child needs to try harder?

HAS their school told you they think its dyslexia but again the school doesn't have any programs to help with the problem?

HAVE you ever wondered what Dyslexia is all about? Dyslexia is a label for a range of learning difficulties such as:
  • confusion understanding letters
  • confusion understanding numbers
  • problems with printing (Dysgraphia)
  • spelling problems
  • confusion with arithmetic and math (Dyslcalculia)
  • confusion understanding measurements
  • confusion understanding a calendar, a clock or time in general
  • having difficulty following instructions
  • difficulty with reading and comprehending anything written down
  • directionality confusion (left/right)

Dyslexia is also:
  • being the best organizer in a group of children or employee.
  • a problem solver like most of us can only dream of being.
  • a person, or student, who defines the statement "thinking outside the box".
  • the greatest asset of many of the largest businesses in the world both past and present.
  • Dyslexics are empathetic and terrific "people" people making them excellent supervisors, counselors, teachers and therapists.
  • they are strong spatial thinkers making them invaluable as engineers, planners, scientists, architects, athletes, mathematicians and any service trade.
  • they are highly creative and often artists, writers, poets, entertainers and actors.

We believe:Primary Dyslexia which is the inherited form of Dyslexia is not a dysfunction of the brain or a "learning disability". It is simply a different way of thinking, of processing and learning information.

Primary Dyslexia occurs when the brain is neurologically wired differently for processing verbal and written language than the average reader. This creates issues for learning to spell and read.

If a child is not identified as having Dyslexic issues they often develop self-esteem issues. They experience frustration with the classroom, teachers, classmates and being told they are not trying hard enough, not very smart or have a learning disability.

They begin to feel self limiting beliefs caused by RSI or Repetitive Statement Injury. If a person is told something often enough they begin to believe it. These children start to shut down and have difficulty learning anything because they "believe" they can't learn. We view this as the point when Dyslexia changes from a learning difference to a learning disability.

But when children with Dyslexic issues are given the best and most appropriate teaching methods and accommodations for them to learn their skills they can learn rapidly and become very successful in the classroom.

We have experienced these problems personally with Primary Dyslexia and so have our own children. The public school systems had no answers or help for us so we did our own research and found many surprising solutions and teaching methods.

You can start to help your student become successful with their school work when you begin to understand what your child needs to learn how to: PRINT, SPELL, READ, DO ARITHMATIC, TELL TIME and other skills.
-In the 25 years we have been researching and developing these methods our success rate with the students we have tutored has always been exceptional with lots of hugs and happy smiles from parents and students.

-learn how to uncover your student's learning strengths and style and how to teach them how to use them.

-learn how to assess the particular skills the student needs to learn to understand their school work.

-learn how to teach a dyslexic student to ask the right questions in the classroom so they will be better prepared to work on their assignments.

-teach your student how to work alone on their own assignments.

-We do not change how learning tasks are presented to the student, we change the way the student looks at the skill being taught.

Dyslexia Victoria Online - teaching dyslexics

People with dyslexic learning problems process information more from the right hemisphere of the brain than the left. Schools have traditionally taught with step-by-step methods and abstract concepts that work well for students who process more from the left hemisphere and need this type of instruction to be able to learn and do their school tasks successfully.

Unfortunately, to people who process information predominantly from the right side and need an over-all view of a new subject with concrete images, the majority of these instructions seem extremely confusing. In fact many of the instructions can make no sense at all. The frustration these students feel is overwhelming. So overwhelming in fact that they cannot get the work done. They work so hard but nothing makes sense.

By relating their school lessons to the real world the students are able to relate to the material being taught and retain, understand and apply it.

Plus, these students need to know what the end result must be to understand how and why they need to complete the steps necessary to do the tasks. This relates to their need to see the "whole picture" Once the students are taught that the way they learn is just as valid as any other method they soon learn to accept and use their learning strengths effectively. The result is a happy successful student and relieved parents. >

Contact us:
Phone: 250-655-3034
Fax: 250-656-3038
Email: khope@dyslexiavictoria.ca