Dyslexia and exams

Examinations and tests are the worst time for a dyslexic child, teenager or student. Gillian Sams describes some accommodations (modifications or allowances) which will help a dyslexic child show what they really know without being held back by problems with spellings or lack of time. Read this article in Spanish Last month, as the Learning Support teacher for Year 6, I was involved in the administration of the National Curriculum Tests. It was m !o", following the rules and regulations of the #ualifications and Curriculum $uthorit , to organi%e the special arrangements for the tests. It is our dut as teachers to ena"le students to show what the &now in e'aminations, tests and assessments. Support $fter careful consideration of each student(s needs the nature and e'tent of support was decided upon. ) $dditional Time * the test should "e a measure of their &nowledge * not of the speed of their reading or writing. ) +se of an adult reader to read out the ,uestions if necessar * math, science, etc., tests should test those su"!ects and not the student(s a"ilit to read. ) Rest -rea&s * d sle'ic children can often suffer from fatigue in long tests "ecause for them the processing of information re,uires more effort than for most students. - giving rest "rea&s their true a"ilit in a su"!ect can "e shown. ) +se of an (amanuensis( .an adult who will write down the child(s answer to dictation/ * to record the student(s answers, here" allowing the student to focus on the ,uestions as&ed rather than the process of recording. ) +se of word processors * this is particularl important where this is the usual classroom practice. ) 0rompters * this is especiall helpful for students with associated difficulties such as $11 and $121. ) Colored paper .e.g. off*white, gra or ellow/ * man d sle'ic students find that the "ac&ground color of a te't affects their a"ilit to read it as the white paper produces a glare. ) +se of visual aids * this can "e useful as d sle'ic students can have strengths in their visual* spatial s&ills. ) $n alternative location * this allows the student to wor& without feeling self conscious a"out their wor& pace, rest "rea&s or additional time. ) 0rovide model answers * man d sle'ic children, teenagers and students are confused a"out what is e'pected of them regarding the planning and la out of an essa in an e'am. The provision of some model answers would show the t pe of la out, introduction, paragraphing, and conclusions re,uired in essa answers. 3hen setting tests teachers can thin& a"out the format of the test, including the t pe and si%e of font. $rial is a good font for d sle'ic students. 4e words can "e written in "old. The amount of writing on the ,uestion and answer papers, the si%e of answer spaces etc. should all "e considered. ther alternati!es 5ven with all the a"ove provisions a d sle'ic student ma not give of their "est in a written e'amination and other alternatives should "e considered, whenever it is possi"le, for e'ample6 ) 7ral e'aminations ) Taped responses * coursewor& often gives a good indication of a d sle'ic student(s capa"ilities, as it allows them to wor& at their own pace. "ariety in coursework

3ith coursewor& there is also the opportunit to present findings in a variet of wa s, e.g6 ) 7ral presentations. ) 0ower point presentations. ) #uestion and answer sessions. #nform the student 3ith "oth formal and informal testing it is good to ma&e all students aware of the purpose of the test. 3hat will the e'aminer8tester "e loo&ing for9 $lso inform them of such things as6 ) Spelling and grammatical errors will not affect the grade. ) 2andwriting will not "e mar&ed. ) $nswers can "e given in note form. ) 1iagrams are accepta"le. #nstructions :or all students, "ut especiall d sle'ic students, the manner in which instructions are given can greatl affect the outcome of a test. Instructions should "e6 ) Clear and concise. ) Step " step. ) Read to the student8s if necessar . Start and stop times should "e clearl displa ed and ver"al reminders of the time remaining given. 3ith a little thought and forward planning all teachers can reduce the stress of e'ams for students and allow them to show what the reall &now. ;illian Sams <une =>>?

1. The Orton-Gillingham Approach

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Adult learners can use strategies while studying for a test that are based on a program for reading instruction developed by Dr. Samuel Orton and Anna Gillingham in 194 . Some important components of the Orton! Gillingham Approach are individuali"ed instruction# multisensory learning# alphabetic phonics# synthesis and analysis# logic# se$uence# cumulative and integrated learning that is se$uential. %any programs that include strategies useful for dysle&ic adult learners incorporate a revised version of the approach.

Taking Notes
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One recommended strategy for dysle&ic adults studying for a test is to review materials and transfer the information to clear notes. Dysle&ic adults should convert main ideas and details to bullet points or a numbered list# whenever possible. 'n addition# adults should use a sans!serif font such as Arial for clarity# and should use a large font si"e. 't also helps to leave plenty of white space around between paragraphs. (o emphasi"e main points# bold font is easier to read for people with dysle&ia than italic font or underlining. Sponsored )in*s

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Handouts and Websites

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%any teachers are aware of strategies that help people with dysle&ia# and they may supply handouts that ma*e it easy for such people to study for a test. 'f a handout is wordy and presented in a small# hard to read font with italics and underlining# dysle&ics should transform it into an easily readable format. (hey should scan the handout into a word processing program such as %icrosoft 2ord. After creation of the document# they can change it into a different font type and si"e. (hey can eliminate distracting elements such as underlining# and add white space between paragraphs. (hey can change websites to a large font format for easy reading.

Organization and Format o !aterial

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Adults with dysle&ia will find it less complicated to study material if they divide the sub3ect matter into small units. 't helps to use logic to remember instead of rote memory. Graphic organi"ers# such as outlines and webs# are also helpful. Dysle&ics should use diagrams and pictures whenever possible and they should study from lists and notes rather than wordy prose. 2hen printed te&t is used# dysle&ics should obtain large print boo*s. +ven better is to use boo*s on tape since auditory learning is li*ely to be more effective than visual learning.

"liminating #istractions
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Once the dysle&ic learner has the material assembled# it is crucial to find a $uiet area free from distractions such as noise# telephones and televisions. (o assimilate the information properly# the adult dysle&ic studying for a test should ta*e brea*s fre$uently.

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$itting an e%am as a student &ith #'sle%ia can be daunting( but there are tips and methods that &ill help 'ou to cope &ith the situation.
'f posssible# choose a course where most of your grades are awarded on course wor* which you can do during the year. 2ith course wor*# you have control# and you will not be sub3ected to last!minute an&iety that everything depends on your final e&ams. Some art and creative courses offer this.

.owever# if your course has a final e&am ! as most have ! some of the advice below may help# and you may be able to get e&am accommodations such as e&tra time or the use of a word processor. /ou will probably need an assessment by a local psychologist to be allowed accommodations# and your college or university special needs department will be able to give you details of their re$uirements.

$efore the exams

%a*e sure to attend the final few classes. (he teacher will probably stress the material which is most important. (ips may be given about what to study. 0ind out what will be covered in the e&am =e.g. the whole term# only since the last test# only certain chapters>. 0ind out what format will be used =essay type $uestions# short answer# multiple choice# true!false# problems or a combination>. (ry to get a good night?s sleep. Avoid last minute cramming the night before4 it?s usually ineffective# adds to your nervousness# and will result in you wa*ing up feeling tired. Arrive in plenty of time# but not too early# so as to avoid the usual pre!e&am conversation along the lines of what certain people thin* will or will not be on the paper. =Other people?s apparent self!confidence is not helpful to your nerves>. %a*e sure that you have everything you need for the e&am4 spare pen# pencil# etc.# a fresh battery in your calculator# any materials for a seen7open boo* e&am# a watch. .

%e!ision

Organi"e the material into sections in your ring binder under topics covered in the course. (ry to see the main points of each topic as a whole first before delving into the detail. Details are easier to remember if you understand how they fit into the larger framewor*. -eview the material by reciting# from memory# orally# mentally or by writing your answers. (ry to discuss the main points in one topic with a friend. (ry to loo* at copies of previous e&ams# which may be available in the library. (ry to identify topics7themes or types of $uestions consistently as*ed by your teacher in past e&ams. (ry to predict which $uestions might come up ne&t time. Do practice $uestions of the type that you will be writing ! within the time limit of the actual e&am. 0or essay e&ams# practice organi"ing answers into a $uic*# short outline of the main points. 0or multiple choice e&ams learn the overall structure of the material to be covered. (his framewor* will hold together the many details to be learned. %a*e review cards# using small inde& cards with one topic on each card 1ondense the material into a very brief summary of the main points.

&riting the actual exam

)oo* through the whole e&am first. @e sure that you understand the instructions and $uestions. Once the e&am has started# the most important thing is to try to remain calm. 'f you suffer badly from nerves# try some deep breathing or loosen your shoulders before you start the paper. Avoid loo*ing around at other people. (his is a real distraction# and can brea* your chain of thought. %anage your time. .ow long can you spend on each $uestion5 2here will you need to spend more time# especially if some sections are worth more mar*s5 -educe an&iety by answering easiest $uestions first.

Essay 'uestions
2ith short answer or essay $uestions# wor* through the $uestions in order# but if you cannot answer one# mar* the $uestion# pass on and come bac* to it later. Anderline *ey words in essay $uestions. Ase these *ey words to develop a $uic*# short outline for essay!type $uestions. %a*e a short essay plan# writing down your main points before you forget them. 2hen writing the answer# remember to include a strong introductory statement# demonstrating that you have understood the $uestion. 0inish with a concluding paragraph# which is not a repeat of the essay title# but which shows how your answer has ta*en the argument forward# and identified any implications arising from it. Don?t be misled into thin*ing that mar*s will be given purely for the amount that you write4 they won?t. (eachers are loo*ing to see that you have answered the $uestion# and not merely written down everything that you *now about the sub3ect. Beep an eye on the time. 'f you are answering a $uestion on one of your better sub3ects# ma*e sure that you do not run on too long# as this will give you less time to answer the others. 'f you do find yourself running out of time# then it is better to try to write something on each $uestion than leave one out completely. /ou may receive more mar*s from two half answers =which probably contain the ma3or points about each sub3ect># than from getting a good score for one and "ero for a $uestion you did not answer at all.

2rite legibly. (here is no point in ma*ing some e&cellent points about your sub3ect if the teacher cannot read it. Ase diagrams when appropriate# as they can often e&plain something more clearly than words. (ry to allow yourself 1C minutes at the end of the e&am to read through your script. 1hec* for mista*es or omissions.

(ultiple choice
On multiple choice tests# if there is no penalty# guess. At least you have a chance of guessing the correct answer# but if you put nothing# you will definitely get no mar*sD 0or tests which subtract mar*s for incorrect answers# only answer the $uestions which you *now the correct answer to.

)owards the end

(owards the end# loo* through your paper. .ave you answered all of the $uestions5 's your name and 'D < on all boo*lets and papers5 1opyright E Source4 http477www.dysle&ia!college.com