Videos and lectures

Videos can be important learning tools for students with dyslexia, not only because videos provide non-text-based information but because they can be watched more than once so students can note down and absorb information (MacCullagh et al., 2017).

1. Make recordings short (Guo et al., 2014). Several videos of up to ten minutes long are better than one long one.
2. Use only key words for text that accompanies speech; too much text increases the burden of processing information (Brame, 2016; Koumi, 2013; Shaul, 2014). On the other hand, key words can help students to focus on what is important (Brame, 2016).
3. Do not crowd presentation slides. Koumi (2013) recommends that text density should be roughly 25% of that which is ordinarily used in print.
4. Use visual representation of concepts (flow charts, Venn diagrams, word webs, etc.) where possible.
5. Include a video of the speaker when, for example, recording a Power-point (Guo et al., 2014; MacCullagh et al., 2017).
6. Use a normal to briskly paced conversational speaking style.
7. Spend sufficient time on each concept. If the lecture is an interactive one, allow time for students to ask questions periodically throughout.

Please watch the following video.

A student with dyslexia talks about videos.