How to support dyslexic students

What is dyslexia?

Dyslexia is a specific learning difficulty. People with dyslexia underperform in tasks involving reading, spelling and writing but can do well in other areas of learning. It affects up to 10% of the population to varying degrees and across the full range of intellectual ability.

Strengths

Dyslexics tend to be imaginative and creative. They tend to be good verbally and are often quick, visual thinkers who make unexpected lateral connections. They also tend to be intuitive and often impulsive, relying on gut-feeling rather than logical sequential processing. They can be sensitive to the needs of others and so can work particularly well in groups.

Difficulties

Dyslexic students have difficulty interpreting the written word. They read slowly and inaccurately. Their spelling may be phonetic and erratic and they may not be able to process information at the same time as writing or reading. Numbers or letters may be reversed in their work, eg 35 for 53, or Ca for Co, substituting cobalt for calcium.

Mistakes increase under time pressure or with tiredness. Short term memory is often poor so rapid revision is difficult. Information has to be stored in long term memory by increased repetition or by devising quirky ways to link facts.

Organisation and time keeping may also be additional problems that hinder chemistry practical tasks and coursework.

Why is chemistry challenging?

Chemistry relies on logical thought, accuracy and an ability to understand abstract concepts. There is heavy use of letters, numbers and equations to represent chemicals and reactions, which have to balance. Small changes in word endings such as ‘ate’, ‘ite’, and ‘ide’ are important– these are all huge stumbling blocks for dyslexics. You can’t conjure up an equation by intuition, and inaccuracies easily occur.

In addition, some chemical symbols are confusing unless explained: Why is potassium represented by a K and sodium by Na? Learning bonding values is also difficult if it has to be done by rote.

A lack of basic understanding or high error rate can cause students to lose confidence and feel upset and depressed. Dyslexics are often sensitive to criticism and any implication they are ‘careless or lazy’ can be taken to heart and cause hurt. They may decide that they are useless at chemistry and develop ‘chemistry phobia’.

How can teachers help?

If chemistry is relevant to life and enjoyable, dyslexic students will engage enthusiastically and work hard to understand the theory. They are imaginative and innovative and can eventually become excellent research scientists. First, however, they must jump over the hurdles of the school years and supportive teachers can make all the difference.

Diana Hudson is the author of Specific learning difficulties: What teachers need to know published by Jessica Kingsley. Diana has dyslexia and a PhD in zoology. She runs training courses for teachers. dianahudson@btconnect.com