Are computers useful?

They can be. Dyslexic learners need to understand how word processing applications work (such as Microsoft 'Word'), e.g.

• It is a page that can be moved up and down.
• It is not necessary to use 'line return'.
• Spell-check is helpful but not infallible.
• Grammar-check can be downright confusing.
• Terms such as 'icon', 'toolbar', 'dot' as in 'dot com' will need explaining.
• Presentation generally improves but basic keyboarding/mouse skills need to be taught.
• Show undo button and shortcuts: home, end, page up, page down, ...
• Student should use at least 14 point font to facilitate error correction.

Keyboarding can be a multi-sensory activity: look at the word, say the letters as your fingers do the typing.

Summary

Dyslexic learners are holistic, 3D thinkers. They need to have the whole picture to see how the parts fit in. Always give an overview of the lesson's aims before you start and use multi-sensory teaching methods. If what you are doing isn't working, then try something else!

Further reading

• Demystifying Dyslexia, Marysia Krupska and Cynthia Klein, London Language and Literacy Unit, 1995 ISBN 1 872972 14 4
  www.lsbu.ac.uk/lllu
• Diagnosing Dyslexia, Cynthia Klein, The Basic Skills Agency, 1995, ISBN 1 870741 61 7
  www.basic-skills.co.uk
• Unscrambling Spelling, Cynthia Klein and Robin Millar, Hodder and Stoughton, 1990 ISBN 0-340-51234-2
• The Gift of Dyslexia, Ronald Davis, Souvenir Press, 1995 ISBN 0-285-63281-7

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