Why it takes more than motivation to combat dyslexia:
English is a remarkably simply language. It is beautiful in its simplicity. So simple that the vast majority of us forget to learn grammar at all! We are usually able to pick up and accept rules, spellings, and nuances of English, without learning why they happen! If I asked most English speakers to explain the difference between the ‘past progressive’ tense, and the ‘future modal’ tense, I doubt many would answer correctly. Yet, the vast majority do apply them perfectly to their own language. This is a result of exposure to correct language, and to the ability to retain confusing information.
So where does dyslexia come in? ‘Dyslexia’ covers a broad range of learning difficulties, but it manifests itself in the same way for most people. It emerges as difficulty communicating effectively using certain aspects of the English language, such as reading or writing. As motivated as these people may be, they find it difficult to learn in the ad-hoc fashion that their classmates did. This bears no reflection on the students! Indeed, it is commonly accepted that people with dyslexic tendencies show heightened ability in other learning styles, such as kinaesthetic and auditory-based learning. So what can we do to help them?
The common trend is to keep minimising the need for Grammar in order to make Literacy more accessible to dyslexic students. However this approach is double edged. Teaching English without structure only allows students to use what has been taught in lessons. If they knew how English worked, it would allow them to work out the rest. Give a man a fish, and he will feed himself for a day, give a man a fishing rod, and he will feed himself for a lifetime. As a nation we have tried so hard to make English accessible, that we have forgotten that literacy and grammar are two aspects of the same subject. Often, Dyslexic student don’t realise that English has a clear, simple structure.
Grammar for all its connotations of chalk boards and verb tables, is about studying the logic of English. Learning it in a structured manner allows dyslexic students to visualise the beauty of English, using skills which they have in greater abundance. Without grammar, teachers have no basis for teaching, and weaker students have no basis for learning.
What we can say is that the way many students have been expected to learn English is inefficient. No matter how many books are thrust in front of them, all they see are countless pages of nonsensical rules at work. Books contain various forms of tenses, different sentence types, and over-complicated punctuation, along with varied vocabulary. For students who struggle with literacy, books are daunting precisely because there seems to be no method to the madness. It is not unlike learning Russian by reading Tolstoy. Books become boring because they aren’t understood, and students don’t know what lessons to take away with them. Dyslexic students need more than just a series of ad-hoc rules, introduced to the student in no particular order. What’s needed is carefully created structure, and a logical order of progression. As such, rather than sheltering students from grammar, it should be actively encouraged.
But be warned, grammar for all its simplicity is often taught in a confusing way. Poorly structured teaching can actually compound the problem of dyslexia, by pushing these students further down the path of confusion. There are two main pitfalls to teaching grammar:
The first pitfall lies in the use of contrastive teaching. This is where similar ideas are introduced in quick succession. Let me give you an example. Picture a lesson where a teacher attempts to teach students the difference between, “were, where, we’re.” The student is likely to understand during the lesson. However, three hours later when the student has to use them for him/herself, they will not remember which one is which. This is why dyslexia is often associated with short term memory problems. Whilst more able students are able to retain this knowledge, weaker students will inevitably confuse them. One confusion after another leads to an inability to handle the language. So the key lies in avoiding any situation where a student is forced to differentiate. In the world of grammar, these words have absolutely nothing to do with each other, so by teaching them side by side, we teachers are causing the problem. It is exceptionally difficult for human beings to avoid contrast. We think in contrast. We say things like, “this isn’t like that one,” or “except for this one time.” However, using software-based solutions such as the Rapid English Communication Course, non-contrastive teaching becomes possible. This is because the computer can keep students and teachers on track.
The second challenge is not to overwhelm students with content that they cannot yet manage. It can be very difficult for teachers to separate ideas out into manageable sections. The key to making students operational lies in removing all the overcomplicated language from the teaching process until such a time as students can manage it. So the real problem is to figure out what not to teach! The Rapid English teaching platform has broken down the entire structure of English by its communicative value. The great thing about English is that 80% of all communication is done using a very small and identifiable 20% of the language. For example, the Present Simple (he lives) tense is used to create around 80% of description, compared to the Present Progressive (he is living), which is used only 2% of the time. This knowledge can also be applied to vocabulary, punctuation, sentence structure, oral communication, handwriting, and much more. Rapid English has removed all but the most common language first, so that students can gain confidence in the “high value” English, before being exposed to more complex language. By teaching the high-value items first, students become operational far more quickly than was previously thought possible. This increases both student confidence, and motivation. More complex language is then drip-fed into the student’s language.
So there is some very good news about dyslexia. It is absolutely possible to make dyslexic students functional in English. It simply requires a little more grammatical application and know-how. This is because the language around them starts to make sense. It no longer bounces off the surface. Students gain confidence through success. Books suddenly become interesting, because they can be managed, thus consolidating the healthy development of literacy.
The real beauty of using software to teach grammar, lies in the ability to control a student’s learning environment. Learning grammar requires a great deal of repetition. It is often said that you need to use a word three times before learning it. In reality this number is about 33 times. Often dyslexic students simply aren’t given enough exposure to language, in order to let it sink in. Software allows for quick, fun, repetition-based exercises, to be repeated as often as necessary.
Students can be exposed to language by seeing it, hearing it, listening to it, and producing it. Some of these formats were simply impractical from a teaching perspective. Until computing arrived, teachers simply did not have the luxury of saying the same word thirty times in different contexts. Combining the processing power of computing with a fundamental understanding of the structure of English can effectively counteract the problem of dyslexia. Thanks to computers, grammar can really come to life in the 21st century.
For more information on the teaching potential of English, contact Rapid English at info@rapidenglish.com.
