Teaching Children with DyslexiaCOURSE OVERVIEW: Welcome to the Teaching Children with Dyslexia course. This program has been designed to equip you with the knowledge, diagnostic insight, instructional methods and adaptive teaching strategies required to understand dyslexia in childhood, recognise its characteristics across developmental stages, identify early indicators in the classroom and implement highly effective teaching practices that support literacy, learning confidence and

COURSE OVERVIEW:

Welcome to the Teaching Children with Dyslexia course. This program has been designed to equip you with the knowledge, diagnostic insight, instructional methods and adaptive teaching strategies required to understand dyslexia in childhood, recognise its characteristics across developmental stages, identify early indicators in the classroom and implement highly effective teaching practices that support literacy, learning confidence and long-term academic success. This program will also guide you in understanding how dyslexia affects information processing, memory, language, organisation and written expression, and how to design supportive learning environments that allow children with dyslexia to demonstrate their abilities.

This course begins by examining what dyslexia is, its core characteristics, the wide range of individual presentations and the way dyslexia affects information processing. This section explains why dyslexia differs from child to child, how children may struggle to display knowledge in writing, how auditory-based learning can be challenging, why they often need more time to process information, and how reading, spelling and fluency difficulties emerge. This section also outlines the effects of dyslexia on learning, self-esteem and classroom performance, and highlights the early warning signs teachers should watch for.

The next learning area explores the processes for identifying dyslexia, including how dyslexia is assessed, who is qualified to diagnose it, what tests are involved, and the recommended age for screening. This section explains what a comprehensive dyslexia assessment must include, the key measures used in reading and writing evaluation, and how to observe classroom behaviours that indicate potential underlying reading disorders. This section also clarifies how to detect difficulties across the three key stages of development—early years, primary and upper grades—and how teachers can respond at each stage.

The next learning area focuses on evidence-based instructional strategies that help children with dyslexia read and comprehend text more effectively. This section explains structured literacy practices, explicit phonics instruction, decoding strategies, visual supports, scaffolded questioning, fluency-building approaches and repeated reading. This section also details targeted spelling instruction, multisensory techniques, orthographic mapping and sound-symbol association strategies that improve long-term spelling accuracy.

The next learning area examines how to strengthen written expression for children with dyslexia. This section explains how to help students plan written work, organise ideas, construct paragraphs, structure essays and use writing frames to support clarity. This section also introduces methods for improving handwriting, spelling in context, sequencing of ideas and minimising the cognitive overload often experienced during writing tasks.

The next learning area provides strategies for teaching children with dyslexia to develop study, memory and computer skills. This section covers memory-enhancement strategies, visual mapping, organisational routines, chunking information, retrieval practice, multisensory reinforcement and the use of assistive technology. This section also explains indicators of speech and language difficulties common in dyslexia, how to support expressive and receptive language, and how to create a communication-friendly classroom that reduces stress and enhances participation.

The next learning area focuses on mathematics and dyslexia-related learning difficulties. This section explains strategies to support mathematical vocabulary, number orientation, place value, sequencing, word-problem interpretation and the link between text and numeric reasoning. This section also addresses general challenges affecting dyslexic learners—such as working-memory strain, difficulty following multi-step instructions and problems with organisation—and provides targeted interventions.

The next learning area explores classroom accommodations and inclusive instructional practices. This section explains how interactive instruction can support dyslexic learners, how to adjust student performance expectations, how to structure homework tasks, and how to strengthen school-to-home organisational systems. This section also covers the benefits of audiobooks, reading technologies with text-to-speech, and the advantages of digital books for improving comprehension, motivation and independent learning among children with dyslexia.

By the end of this course you will be able to understand dyslexia and its varied characteristics, identify early warning signs, interpret assessment information, implement structured literacy interventions, support writing and mathematics development, accommodate diverse learning needs in the classroom, strengthen communication and memory skills, work effectively with families, and apply technology-enhanced tools that significantly improve learning outcomes for children with dyslexia.

LEARNING OUTCOMES:

By the end of this course, you will be able to understand:

·       What is dyslexia?

·       The characteristics of dyslexia

·       How dyslexia is individual?

·       How dyslexia relate to how information is processed?

·       How children with dyslexia can have difficulty in displaying knowledge and understanding in written work?

·       How children with dyslexia can have difficulty learning through the auditory modality?

·       How children with dyslexia can have difficulty in remembering information?

·       How children with dyslexia can have difficulty in organising information?

·       How children with dyslexia need more time to process information?

·       How children with dyslexia will usually have difficulties with reading and also spelling and fluency problems in both reading and writing?

·       What are the effects of dyslexia?

·       What are the warning signs of dyslexia?

·       How is dyslexia identified?

·       How to test for dyslexia?

·       What age should people be tested for dyslexia?

·       Who is qualified to make the diagnosis of dyslexia?

·       What test is used to identify dyslexia?

·       What elements should be included in an assessment for dyslexia?

·       What measures should be included in reading/writing testing?

·       How to identify difficulties in the classroom?

·       The warning signs of the 3 key stages and how to help with each stage?

·       The strategies that children can be taught to help them read and comprehend

·       The strategies that children can be taught to help them spell

·       How to help children with their written work and train them in essay writing?

·       The strategies that may help the child who is dyslexic learn more effectively

·       How to teach children to develop study, memory and computer skills?

·       The indicators of speech and language difficulties in students with dyslexia

·       The ways to help with expressive and receptive language difficulties

·       How to provide a communication friendly classroom?

·       The strategies that children can be taught to help them study mathematics

·       How to help with problems affecting dyslexics?

·       The ways to accommodate students with dyslexia through interactive instruction

·       The ways to accommodate students with dyslexia through student performance

·       How to help children with dyslexia with their homework?

·       The importance of school-to-home organisation

·       How audio books can improve learning outcomes?

·       The features and benefits of reading technologies with text-to-speech

·       The benefits of digital books for children with dyslexia

COURSE DURATION:

The typical duration of this course is approximately 2-3 hours to complete. Your enrolment is Valid for 12 Months. Start anytime and study at your own pace.

ASSESSMENT:

A simple 10-question true or false quiz with Unlimited Submission Attempts.

CERTIFICATION:

Upon course completion, you will receive a customised digital “Certificate of Completion”.