One of the greatest problems for dyslexic children can be completing assignments in a given time. Often their copying or listening skills are poor, and they are frantically trying to keep up before material is erased from the board or the teacher moves on to the next point. A class teacher can help improve the speed of copying for some children by underlining or marking every second line of the text on the board in a different color.
Many of these children are not being lazy or careless, but are genuinely hampered by extremely poor organisational skills; consequently, they need positive support rather than constant nagging criticism for loss of work, late assignments or homework not handed in. This disorganisation is one of the most irritating features for any parent or teacher to have to deal with. The sequencing of ideas, handwriting and spelling may all require extra thought and effort. Consequently, dyslexic children will not be as quick as those who do not have to concentrate on all three at once. Furthermore, as a pupil progresses he should be learning to check through and attempt some corrections of his work. It is absolutely imperative that he has the time to plan initially, and check at the end, and he needs to be given specific time within class to do this. A warning should be given that he must stop writing and check his work 5 minutes before the end of the lesson.
Managing pointers
It is important to sit in the centre of the classroom and face the board for any work that involves copying. Copying from a book or notes beside him may be easier if it can be arranged. A useful arrangement may be to borrow the book of a child whose notes are always clear.
Simple things matter: good organization of equipment so that she knows where to find things, sufficient space to work, some quiet times in the day when she can focus her thoughts.
Extract from “Day-to-day Dyslexia in the Classroom”