Transcript Dyslexia

Dyslexia
Impact on Teaching and Learning
Deborah Penny B Ed ATS/BDA
By the end of the workshop you will
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know about the current theory of dyslexia
understand how dyslexia can impact on learning
be alert to the signs of dyslexia in the early years
know the features of a dyslexia-friendly
classroom
• know about the assessment of dyslexia – static
and dynamic
• know where to go for more information
• What do you know about dyslexia?
• How do you know it?
Discuss in groups and provide some
headlines to share with the whole group
Current Theory of Dyslexia
Causal modelling framework provides a structure
and guide for understanding dyslexia
(Moreton and Frith)
 neurological (cognitive) factors
biological factors
behavioural factors
All are affected by cultural/environmental factors
Aspects overlap
• Genetic factors
• Neurobiological factors
• Visual and auditory processing (visual
stress, auditory perception)
• Magnocellular system (reading)
• Procedural timing (automaticity)
• Processing speed (thinking time)
• Phonological processing (auditory)
Dyslexia is a learning difficulty that primarily affects the
skills involved in accurate and fluent word reading and
spelling. Characteristic features of dyslexia are difficulties
in phonological awareness, verbal memory and verbal
processing speed. Dyslexia occurs across the range of
intellectual abilities. It is best thought of as a continuum,
not a distinct category, as there are no clear cut-off
points. Co-occurring difficulties may be seen in aspects of
language, motor coordination, mental calculation,
concentration and personal organisation but these are not,
by themselves, markers of dyslexia. A good indication of
the severity and persistence of dyslexic difficulties can be
gained by examining how the individual responds or has
responded to well-founded intervention.
(DCSF 2009)
Implications for Learning
• If I am dyslexic, I will have
difficulties accessing print
• I may be challenged with
memory skills
How do you learn?
What’s it like to be dyslexic?
Time yourself in copying out the following text,
Pub den oll yw genys rydh hag kehaval yn
dynita ha gwiryow. Yth yns i kemynnys
gans reson ha kowses hag y tal dhedha
gul dhe unn orth y gila yn spyrys a
vrederedh.
Translation
All human beings are born free and equal
in dignity and rights. They are endowed
with reason and conscience and should
act towards one another in a spirit of
brotherhood.
Article 1 of the Universal Declaration of Human Rights
What are the easiest characteristics
to observe?
What are the hidden
characteristics?
What are the implications for
the Early Years?
Dyslexia in Early Years
• Communication with parents
• Observation
• Be on the lookout for • The disorganised child
• Wrong place at wrong time
• Difficulty in repeating word
sequences or sentences accurately
• Poor concentration
• Problems following instructions
• Problems with rhyming
• Poor memory
• Poor fine motor skills
The robin is a bird with a bright red face, neck and
breast. You can find it in gardens, parks and woods all
year round.
Robins make their nests in a hole in a tree stump, bank
or wall. Sometimes they nest in pots, or even the
pockets of an old coat. Their eggs are pale with reddish
spots.
Robins like to feed on insects and worms. They also eat
seeds, berries and food scraps. Cats are the main
danger to robins, but robins are also a danger to each
other when they fight over food and land.
YARC: GL Assessment 2009
What would a
classroom look like?
Dyslexia Friendly Classroom
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multi-sensory teaching and learning – TEEM
pictures to support labels or a Talking Tin
clear, large colourful script
use different colours on whiteboard
visual timetable
in older classrooms, ensure that worksheets are
accessible (different font, larger, illustrated)
one instruction at a time, use technology (Talking Tin)
Avoid board copying
Alert other staff
Keep notes of observations
Monitor progress
Develop metacognition
Assessment
• Static – formal tests with standardised scores
• Dynamic – interactive – “What do I need to do
mto enable the learner to complete the task?
• What do we use in the Early Years?
“If they don’t learn the
way we teach them,
we must teach them
the way they learn.”
Chasty, 1985
Further Information and Reading
British Dyslexia Association. Dyslexia friendly schools pack. ICT supplement.
http://www.bdadyslexia.org.uk/files/ICT%20supplement%202009%20Dyslexia%20Friendly%20Sc
hools%20pack.pdf
Carroll, J.M., Bowyer-Crane, C., Duff, F.J., Hulme, C., & Snowling, M., J. (2011). Developing
language and literacy: effective intervention in the early years. Chichester: Wiley Blackwell.
Crombie, M. (2002). Dealing with diversity in the primary classroom - a challenge for the class
teacher. In Reid, G. & Wearmouth, J. (Ed.), Dyslexia and Literacy: Theory and Practice. (pp. 229 –
240). John Wiley and Sons.
Crombie, M. & Reid, G. (2009) The role of early identification: models from research and practice.
In G. Reid (Ed.), The Routledge Companion to Dyslexia (pp. 71 - 79). Abingdon: Routledge.
DCSF (2009). Identifying and teaching children and young people with dyslexia and literacy
difficulties. Nottingham: DCSF Publications.
DfES (2004). A Framework for Understanding Dyslexia. Leicester: DfES Publications
DfES (2006). Independent review of the teaching of early reading. Nottingham: DfES Publications.
DfES (2007). Letters and Sounds. Nottingham: DfES Publications.
Everatt, J. & Reid, G. (2009). Dyslexia: an overview of recent research. In G, Reid (Ed.), The
Routledge Companion to Dyslexia (pp. 3-21). Abingdon: Routledge.
Mortimore, T. & Dupree, J. (2008). Dyslexia-friendly practice in the secondary classroom.
[Electronic version]. Exeter: Learning Matters
Reid, G. (2009). Dyslexia, a practioner’s handbook. (4th ed.) Chichester: Wiley Blackwell.
REVIEW
•
•
•
•
•
know about the current theory of dyslexia
understand how dyslexia can impact on learning
be alert to the signs of dyslexia in the early years
know the features of a dyslexia-friendly classroom
know about the assessment of dyslexia – static and
dynamic
• know where to go for more information