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Dyslexia

Dyslexia. I mpact on Teaching and Learning. Deborah Penny B Ed ATS/BDA. By the end of the workshop you will. 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

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Dyslexia

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  1. Dyslexia Impact on Teaching and Learning Deborah Penny B Ed ATS/BDA

  2. By the end of the workshop you will • 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

  3. What do you know about dyslexia? • How do you know it? Discuss in groups and provide some headlines to share with the whole group

  4. 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

  5. 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)

  6. 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)

  7. Implications for Learning • If I am dyslexic, I will have difficulties accessing print • I may be challenged with memory skills

  8. How do you learn?

  9. What’s it like to be dyslexic? Time yourself in copying out the following text, Pub den ollywgenysrydh hag kehavalyndynita ha gwiryow. Ythynsikemynnysgansreson ha kowses hag y taldhedhaguldheunnorth y gilaynspyrys a vrederedh.

  10. 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

  11. What are the easiest characteristics to observe? What are the hidden characteristics? What are the implications for the Early Years?

  12. 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

  13. 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

  14. What would a classroom look like?

  15. DyslexiaFriendlyClassroom • multi-sensory teaching and learning – TEEM • pictures to support labels or a Talking Tin • clear, large colourful script • use different colourson 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

  16. Assessment • Static – formal tests with standardised scores • Dynamic – interactive – “What do I need to do mtoenable the learner to complete the task? • What do we use in the Early Years?

  17. “If they don’t learn the way we teach them, we must teach them the way they learn.” Chasty, 1985

  18. Further Information and Reading British Dyslexia Association. Dyslexia friendly schools pack. ICT supplement. http://www.bdadyslexia.org.uk/files/ICT%20supplement%202009%20Dyslexia%20Friendly%20Schools%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. (4thed.) Chichester: Wiley Blackwell.

  19. 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

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