When approaching the teaching of dys lex ic pupi ls for the firs t time it is easy to think automaticall y about reading and spe lling weaknesses. The jokes and misguided public perceptions have reduced dyslex ia to a 'condi tion' that makes people into bad spellers and slow readers. It is important to reali se that there are many more strengths and weaknesses to consider when setti ng out 10 ensu re Ihat dysle xic pupi ls have a positi ve ex perience in your c lassroom. We have a set of general principles that are the premise to any staff development work and that preface in forma tion booklets we give to staff. The teaching strategies arc:

• Dictation shou ld not be used.