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Pavey, B., Meehan, M. & Waugh, A. (2010). Dyslexia-friendly laboratory and bench work. In Dyslexia-friendly further & higher education (pp. 46-56). London: SAGE Publications Ltd doi: 10.4135/9781446221730.n6

Pavey, Barbara, Margaret Meehan and Alan Waugh. "Dyslexia-Friendly Laboratory and Bench Work." In Dyslexia-Friendly Further & Higher Education, 46-56. London: SAGE Publications Ltd, 2010. doi: 10.4135/9781446221730.n6.

Pavey, B, Meehan, M & Waugh, A 2010, 'Dyslexia-friendly laboratory and bench work', in Dyslexia-friendly further & higher education, SAGE Publications Ltd, London, pp. 46-56, viewed 13 December 2019, doi: 10.4135/9781446221730.n6.

Pavey, Barbara, et al. "Dyslexia-Friendly Laboratory and Bench Work." Dyslexia-Friendly Further & Higher Education. London: SAGE Publications Ltd, 2010. 46-56. SAGE Knowledge. Web. 13 Dec. 2019, doi: 10.4135/9781446221730.n6.

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Dyslexia-Friendly Laboratory and Bench Work
Dyslexia-friendly laboratory and bench work
The Relationship of Dyslexia to the Demands of Laboratory and Bench Work

Some students with dyslexia can excel at practical work. Laboratory and bench work, workshop sessions and field trips all allow for multisensory learning by the application of principles already introduced in lectures and classes, making the learning experience more ‘concrete’. However, dyslexia-friendly approaches require that the impact of dyslexia upon lab and bench work must be fully understood.

In the first instance, following a written procedure requires reading accurately and this can be a slow process of decoding and comprehending what is required. When there are time constraints and if a student is anxious, there is more possibility of misreading text and consequently making ...

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