Developing listening and speaking skills in classes with learners with dyslexia

1. KEEP IN MIND!

1.1. Listening and speaking may be easier, but...

1.2. - weaker phonological processing

1.3. - narrow range of vocabulary

1.4. - lack of mastery over grammar structures

1.5. - lower confidence

1.6. - shorter concentration span

2. Teacher needs to be:

2.1. - open

2.2. - flexible

2.3. - patient

2.4. - speaking with clear voice

2.5. - aware of the competing sounds in the classroom

2.6. - using varied tone of voice

2.7. - making eye contact especially while giving instructions

3. LISTENING

3.1. PLANNING

3.1.1. - define aims of the activity

3.1.2. - define linguistic aims

3.1.3. - learning strategies

3.1.4. - motivation: applicable to real life

3.1.5. - create pleasant and safe atmosphere

3.1.6. - break up tasks into smaller stages

3.1.7. - differentiation

3.1.8. straight-forward task explanation

3.2. PRE-LISTENING TASKS

3.2.1. - clear and detailed instructions

3.2.1.1. check if they understood

3.2.2. - provide check list

3.2.3. - give head start

3.2.4. - give peer support

3.2.5. - pre-teach

3.2.5.1. vocabulary

3.2.5.2. grammar

3.2.5.3. give them a chance to manipulate, touch, mime, act out, or otherwise physically experience the relevant content

3.3. WHILE LISTENING

3.3.1. - flash cards

3.3.2. - work in pairs or small groups

3.3.3. - trace the sentence writing

3.3.4. - divide listening into short segments

3.3.5. - give choice to check answers before showing

3.4. AFTER LISTENING

3.4.1. - avoid writing

3.4.2. - movement

3.4.3. - drama

3.4.4. - role play

3.4.5. - drawing

3.4.6. - use of L1

3.5. ASSESSMENT

3.5.1. - give ample time to revise

3.5.1.1. practice outside classroom

3.5.2. - check comprehension first in pairs/groups

3.5.3. - no dictation

3.5.3.1. gap test can be too challenging

3.6. THE BIGGEST PROBLEM:

3.6.1. combining listening with reading or writing

4. SPEAKING

4.1. REMEMBER!

4.1.1. many students have special gifts

4.1.1.1. give them a speaking role to use and show it

4.2. BEFORE SPEAKING

4.2.1. - give explicit explanation of task

4.2.2. - give ample planning time

4.2.3. - pre-teach

4.2.3.1. vocabulary

4.2.3.2. grammar

4.3. BEST TECHNIQUES

4.3.1. - drills

4.3.1.1. give an easy and repetitive role

4.3.2. - memorizing

4.3.3. - drama games because

4.3.3.1. motion

4.3.3.2. movement

4.3.3.3. moods