Transcript Document

Meeting the Learning Needs of Pupils with
Dyslexia: Primary & Secondary
insetcourses.com tutor: John Bald
Tuesday 21 October 2014
Please ensure your mobiles are switched off
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BUILDING A SYSTEMATIC
APPROACH 1.
Be Prepared.
.
Dyslexia is not a surprise
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BUILDING A SYSTEMATIC
APPROACH 2.
Know your enemy.
Each school needs a teacher with a high level of
specialist knowledge of learning difficulties, kept
up to date.
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BUILDING A SYSTEMATIC
APPROACH 3.
Know your friends...
Subject knowledge
Teaching techniques
Resources – books, equipment, ICT
Trained assistants
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BUILDING A SYSTEMATIC
APPROACH 4.
Know your pupils...
What is it in this child’s thinking that is
preventing him/her from learning?
How can we help him/her adjust their
thinking so that they can learn?
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BRAIN CELLS AND CONNECTIONS
(FROM THE LEARNING BRAIN, BLAKEMORE AND FRITH, 2005)
As we learn, brain cells form connections with
each other that build into networks. These
connections are strengthened with practice.
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ERIC KANDEL
In Search of Memory: the Emergence
of a New Science of Mind (NY, 2006).
(www.bookfinder.org)
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BRAIN CELL
(FROM NEUROSCIENCE AND EDUCATION, TEACHING AND LEARNING RESEARCH PROJECT,
2007)
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THE BRAIN ADAPTS ITSELF
TO DIFFERENT LANGUAGES
Reading Aloud in English and Italian, evidence from brain scans (active areas in black)
Left: reading system of English and Italian combined
Centre: sound processing more active in Italian
Right: word form area more active in English
(fromThe Learning Brain, Blakemore and Frith, 2005)
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THE AREAS OF THE BRAIN USED FOR WRITTEN AND SPOKEN
LANGUAGE ARE INTERLINKED AND OVERLAP
(DR. MATT DAVIS, MRC, LANGUAGES TODAY, SPRING 2013)
•
•
•
Hearing
Reading
Both
DYSLEXIA’S BROKEN BRIDGES
Centre image shows reduced functions in
isthmus and in temporal cortex
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OTHER FACTORS...
Weaknesses in working and long-term
memory.
Visual Stress – Meares/Irlen Syndrome
Hearing impairment, including temporary
hearing loss in early childhood (glue ear)
Minor speech impairment/culturally induced
shortcuts in speech.
Dyspraxia, including minor clumsiness.
Poor progress in early number work.
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USEFUL ASSESSMENT TOOLS.
British Picture Vocabulary Scale, II
Test for the Reception of Grammar.
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OTHER FACTORS...
 Weaknesses in working and long-term memory.
Visual Stress – Meares/Irlen Syndrome
Hearing impairment, including temporary
hearing loss in early childhood (glue ear)
Minor speech impairment/culturally induced
shortcuts in speech.
Dyspraxia, including minor clumsiness.
Poor progress in early number work.
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ENGLISH SPELLING: FUZZY LOGIC
AND ITS IMPLICATIONS.
Fuzzy Logic: A mathematical theory in which
members of a set share most, but not all of its
characteristics.
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SOME OLD ENGLISH (PRE 1066)
(EXAMPLES FROM D CRYSTAL, SPELL IT OUT 2012)
cwen
þe
Æncglisc
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THE FRENCH CONNECTION...
table
manger
fruit, biscuit
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A LITTLE GERMAN AND DR JOHNSON
licht
haus
verloren
light
house
forlorn
Ache. Dr Johnson thought it came from the Greek
akhos, and “ignorant of the origins of the word”
(OED) changed the spelling from ake in his
dictionary.
But he’s not responsible for
ought, bought, sought. fought, brought, thought,
enough, rough, tough
cough, trough
bough plough
thorough borough
through
although though dough
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THE FOUNDATION LESSON –
OUTLINE STRUCTURE 1.
If appropriate, have parent sit in. Establish a friendly atmosphere.
Sit at right-angles to the child, on his/her right (this makes it easy to
direct attention to any point in a text, with pencil). Ask if they find
reading easy or difficult, and respond positively to any answer. If
they say “don’t know”, say you’ll try to explain it so that they do.
Find out what the child does and doesn’t know. Look at reports,
samples of writing, have the child read to you. If you need to, use a
reading test – eg Neale Analysis – explaining to the child that you’re
doing it to find out what you need to teach them. Other possible tests
– British Picture Vocabulary Scale and TROG – Test for the reception
of grammar – very useful for pupils with EAL.
Explain why some people find learning to read difficult – we can’t
always rely on what the letters tell us. Explain how the letters work in
English, as below.
Look at the letters in the child’s name, and explain any anomalies.
Move to a simple text or, for young children, Ruth Miskin’s Ditties.
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THE FOUNDATION LESSON –
OUTLINE STRUCTURE 2.
If a child can’t read a word, move to another word with the same
pattern and teach this thoroughly, using plastic letters. Squiggle them
around and have the child re-make the word. Add other words with
same pattern. Once child is reading them fluently, add the word that
caused the problem. Child will very often now get it right. If so,
return to text. If not, repeat.
Work on the text or ditty until the child can read it fluently, then
praise. At discretion, move to the next, or to spelling, or leave it
there.
Keep notes of all the words you’ve worked on, and use them for
memory games/flashbacks to reinforce memory.
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EXPLAINING FUZZY LOGIC TO
CHILDREN...
Do they behave themselves all of the time –
or most of the time?
Is mum or dad (or teacher) in a good mood all
of the time – or most of it?
The language is 1000 years old. If we were,
we’d have wrinkles too.
We use what the letters tell us, but we don’t
believe the letters tell us everything.
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FUZZY LOGIC: IMPLICATIONS FOR
READING.
The connection between letters and sounds is
fundamental – most of the time, letters
indicate a sound.
Some letters give us information about other
letters – made face cycle city
We have 26 letters and over 500,000 words.
Letters have to work in groups sometimes.
Because the language is so old, some parts
are left over from history. Most of them are
French – table, fruit, biscuit. There are
patterns in these that help us to learn them.
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TACKLING READING PROBLEMS – SOME
PRINCIPLES
We explain English spelling as it is, in words
children can easily understand.
We ask ourselves two questions:
1. What is it in this child’s thinking that is holding them up?
2. How do we help them adjust their thinking so that they can
use what the letters tell them, and so read?
We base our teaching on the answer to 2.
We practise, every day.
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EXTENDING READING TEACHING IN
KS2
Reading and language development go
together. The spoken word moves quickly. The
written word stands still, so we can study it.
We get to know non-fiction as well as we
know fiction, and make reading a central part
of learning in all subjects – Gateway School
We explain all new vocabulary, and the links
between words.
We teach spoken and written language
together when teaching new languages.
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SLIMMED DOWN SPELLING
1 – WHAT WE CAN HEAR.
Most letters represent sounds. Sometimes
letters work in groups, some words have an
extra letter, and occasionally letters are
awkward.
If we hear a sound when we say a word
carefully, we need at least one letter for it.
This is the phonic element in spelling, and it
works around 70% of the time.
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SLIMMED DOWN SPELLING 2 –
WHAT WE NEED TO LEARN.
Sometimes letters work in groups – we use a
group when we’ve learned we need it, eg, station
Some words have an extra letter, eg made,
chaos. We use an extra letter when we’ve
learned we need it. There is usually only one in
any word.
Sometimes, because of shortcuts in speech, or
changes in the way people speak, the letter we
need is not the one we think we need. These
letters are awkward, and we only use them
when we’ve learned we need them. Examples
include the final a in animal, and the a after
with in was, water, warm etc.
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...AND A NOTE ON VOWELS.
A vowel is a sound made with the voice. Without a voice
sound, we wouldn’t be able to hear the word.
Roi (king) – royal.
Voix (voice) – vouielle - vowel.
We have around 24 voice sounds, and seven voice letters
a
e
i
y
o
u (single)
w (double)
English vowel letters are often used in combination, and
each can produce more than one sound. Therefore,
information from vowels often has to be interpreted in the
context of individual words. This is “fuzzy logic”.
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HINTS...
Most spelling mistakes involve leaving a letter out – children need to learn to say
words slowly and carefully when they are learning to spell them.
If a child is stuck on a word, I don’t teach that one straightaway, but go to
another that has the same pattern. I return to the original word once the pattern
is secure.
The four elements in Slimmed Down Spelling need to be practised, so that
children have a reason for deciding to write each letter – they can either hear it,
or have learned it.
If they haven’t learned a word needs an extra letter or has a pattern, they don’t
use it – then they can learn that the word needs it.
We almost never learn a word without learning another that is like it.
Practice should be systematic, and gradually home in on the words a child is not
sure of.
Blank playing cards make professional-looking flashcards that can be tailored to
individual needs.
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WE NEVER COPY...
Jerking our eyes back and forth between the
original and our own version disrupts the formation
of neural connections, and makes learning slower.
Instead, we study the word, then look away and
trace it on our sleeve, or write it independently on
scrap paper. Once it’s right, we insert it in our
writing independently, and try to make a point of
using new words we’ve learned.
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THE ROLE AND TRAINING OF
THE ASSISTANT
The government provides generic training for assistants. This needs to be
made more specific at school level.
Assistants need training in the subjects in which they support the children.
Where possible, assistants should work with departments, particularly MFL
All departments whose work involves literacy should contribute to the
training of the assistant on their specific requirements
Assistants should be encouraged to make literacy a major part of their CPD.
Wherever possible, training for assistants should be school-based, and
applied to the children the assistant works with.
Classroom Assistant’s Edufax (Curriculum Publishing, now dowloadable free
from www.johnbald.typepad.com) has detailed guidance on training assistants.
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PRIORITIES FOR GRAMMAR.
Letters and Capital Letters.
Full stop after a simple sentence - making a decision
rather than guessing.
Compound sentences – and, but.
Other extensions – adjectives, adverbs.
Further link words.
Menu system – every meal is not a banquet.
Adding new clauses to the “main course”.
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AN ANALOGY FROM A PARENT ON SENTENCE
CONSTRUCTION – EATING OUT.
Main course. Subject + verb.
Starter + main (include starter word or phrase –
usually time)
Main + dessert (include a link word or strong
punctuation . ! ? - ; :)
Starter, main + dessert.
Longer sentences – aperitif, coffee, cheese,
liqueurs...Christmas dinner?
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A PRINCIPLE, FROM JEROME BRUNER.
If one respects the ways of thought of the growing
child, if one is courteous enough to translate
material into his logical forms and challenging
enough to tempt him to advance, then it is possible
to introduce him at an early age to the ideas and
styles that in later life make an educated man.
(Bruner, The Process of Education 1960: 52)
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TIME ZONES
Linguistics: tense is indicated by a change verb
form - I go, I went. They use “aspect” to
describe other ways of marking time – eg He
leaves tomorrow.
All other European languages use their word for
time to describe tense.
To develop an understanding of tense, we need
to develop a sense of time. Read aloud – discuss –
have pupils say whether things sound right and
why.
Tense is then a matter of conscious control.
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PRINCIPLES OF TEACHING HANDWRITING
Explain that we can never write as quickly as we
can think.
Decide on a consistent way of forming letters,
and stick to it. Beware Marion Richardson f.
Include exit strokes – if you don’t, children
press hard at the end of the downstroke, making
it harder to move to joining.
Watch the child write – do they start each
letter in the right place?
Have a range of guidelines to use as appropriate.
Avoid biros – their ink is oil-based.
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FRENCH LINED PAPER – “GRANDS
CARREAUX”
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SAME PUPIL AFTER ONE YEAR.
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