Often children with poor auditory short term memory cannot remember even a short list of instructions. Of particular importance is an understanding of the problems that poor auditory short term memory can cause, in terms of retaining input from the teacher.Įxamples of poor auditory short term memory can be a difficulty in remembering the sounds in spoken words long enough to match these, in sequence, with letters for spelling. In a positive and encouraging environment, a dyslexic child will experience the feeling of success and self-value. Hopefully, with this knowledge, a great deal of misunderstanding of a child’s behaviour can be prevented. It is a class teacher’s responsibility to provide an atmosphere conducive to learning for all pupils within their class.Ĭlass teachers need to have an understanding of the problems that the dyslexic child may have within the classroom situation. These children can be made to feel very different from their peers simply because they may be unable to follow simple instructions, which for others seem easy.

Much can be done to alleviate this by integrating the child into the class environment (which is predominantly a learning environment) where he/she can feel comfortable and develop confidence and self esteem.Ĭlass teachers may be particularly confused by the student whose consistent underachievement seems due to what may look like carelessness or lack of effort. A dyslexic child who finds the acquisition of these literacy skills difficult can also suffer a lot of anguish and trauma when they may feel mentally abused by their peers within the school environment, because they have a learning difficulty.

Readings for the blind and dyslexic