This post is exactly what the title promises. Maybe sharing it on Publish0x doesn't quite address your needs, but I'm sharing it anyway in hopes that some of you might be kind enough to share your lived experiences and insights about dyslexia. What works and what doesn't? How can we teachers do better to help dyslexic youth? Thank you for any education in advance.

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I was floored by the number of comments for my previous sharing. So, I wanted to approach this post differently. How do we leverage SLS to design lessons for dyslexic students?   Some key elements of the Orton Gillingham approach I tried to adhere to for my latest SLS lesson are: multisensory, structured, sequential and repetitive.   The components of my lesson are:  

1. Flashcards deck on Quizlet This is the first time I used Quizlet and I was amazed at how easy it was. Once I keyed in a vocabulary word, various definitions popped out, so all I had to do was to customise one definition for my students' needs. Students can click on icons to listen and/or bookmark a word, thus activating their auditory and kinesthetic intelligences. Getting students to bookmark words that they don't know helps to make them feel good because they make decisions on the words that they know or need to review later.
2. Watch a video on Shingo Kuneida, a wheelchair tennis player This is to reach out to visual learners.
3. Try MCQs. All options are taken from the flashcard deck so that they can exercise their brain juices. I used 3 options instead of the default 4 so as to reduce 'visual crowding' on the screen.
4. Try Cloze Passage. Here, I intentionally used simple sentences only. I like to teach students to use subordinate clauses to vary the sentence structure of their writing so that they can express complex and layered ideas. However, since they are encountering these vocabulary words for the first time, I restrained myself. Keep it Short and Sweet. Reduce 'visual crowding'. Add in an image for good measure.
5. Try Spelling. Students will be "bombarded" with these vocabulary words for the greater part of an hour, so it's time now for them to see the extent to which they recall the spelling of these words. Spelling is a more cognitive task than reading. I considered the more commonly used words that would help them to function in society: encouraged, graduated, against, techniques, equipment (I know for a fact that even JC kids may misspell equipment.) Again, I kept sentences as succinct as possible.
6. Read an infographic on how we can help disabled people. Ultimately, we want to raise empathetic individuals. So I found an infographic by NCSS that raises some great topics, even if the language could be a tad overwhelming for my students. Nonetheless, I kept the infographic as it was because of the visuals as well as its inclusive message. This is also why I decided not to include an Exit ticket because I wanted them to concentrate their remaining cognitive power on unpacking the infographic.

  I'm by no means an expert. These are just the things that went through my mind as I was designing this lesson. All feedback to refine my thinking process and pedagogical decisions will be welcomed.