Sue Kinsler MDDA and Advisory Teacher for Dyslexia-Specific Learning Difficulties,

1. Sue Kinsler MDDA and Advisory Teacher for Dyslexia-Specific Learning Difficulties, Swindon Dyslexia-SpLD Service Dyslexia Friendly Strategies/Supporting Memory

2. What’s it all about? • Dyslexia – Definition, Rose Report • What do we notice? • Multi-sensory • LOOMS • Dyslexia Friendly Resources/Classroom

3. The Rose Report on Dyslexia Download a copy from Department for Education publications at: https://www.education.gov.uk/publications/standard/publicationdetail/page1/DCSF-00659-2009

4. The Rose Report Gives a definition of dyslexia fully endorsed by Wiltshire County Council and:

5. What is dyslexia? • 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.

6. What is dyslexia? • It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. • Co-occurring difficulties may be seen in aspects of language, motor co-ordination, 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. • ·

7. What is dyslexia? • It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. • Co-occurring difficulties may be seen in aspects of language, motor co-ordination, 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. • ·

8. Have you noticed? • Often reserved in group discussions • Raises hand but unable to answer question • Withdrawn • Easily distracted • Mental Calculations • Make poor academic progress • Lack creativity in solving complex problems • Self esteem/low motivation issues • Frustration • Multi tasking • Difficulty following instructions • Incomplete recall • Place keeping errors • Task abandonment • Poor decision making including behavioural choices • Spelling,

9. A Different Learning Ability “If a child does not learn in the way in which we teach then we must teach him in the way in which he learns. Let dyslexia be looked at from a different angle...as a different learning ability.” In dyslexia friendly schools, teachers appreciate that dyslexic children learn in these different ways and that this can be beneficial to all.

10. Difficulties: Your Experience • This helps you with your graduated approach. • You may know that they have dyslexia. • You may suspect that they have dyslexia. • You are certain that they have Literacy difficulties.

11. General advice: Multi-sensory Learning Is multi-sensory learning powerful? Let’s find out…

14. Multi-Sensory Teaching:LOOMS • L Little and • O Often • O Over-learning opportunities • M Multi-sensory • S Systematic

15. General advice: Multi-sensory Learning LLittle and OOften • Break up the session into shorter ‘chunks’ • This will aid working memory and help learning to be retained • Try a short reading or spelling activity before the main work, based on something useful • Revisit work regularly, at the end of the current session or beginning of the next • Spread work over time, where possible • Add variety, pace and challenge to the session

16. General advice: Multi-sensory Learning OOver-learning opportunities • Over-learning is not just repetition: it’s acquisition, practice, generalisation and revision: • Provide lots of opportunities to practise the skill • Encourage connections to other subjects • Explore how learning fits with things the pupil already knows • Revise work often

17. General advice: Multi-sensory Learning MMulti-sensory • Multi-sensory is when different modalities for learning are accessed simultaneously • Try to get visual, auditory and kinaesthetic channels working together, at the same time! • Spell words out loud, while visualising • Visualise ‘in the mind’s eye’ while tracing with a finger • Use props, concrete resources, diagrams and sounds, and mix it up!

18. General advice: Multi-sensory Learning SSystematic • Structured, sequential and cumulative: • The order of work is very important • Build on prior learning

19. Visual Support Use simple dyslexia friendly fonts (sans serifs) Write clearly on the whiteboard and set it to a pastel background / use buff paper. Use a different colour for each line: this helps pupils with tracking difficulties keep their place.

20. Visual Support • To make a text easier on the eye, • Choose a simple font • Space out (1.5 or double) • And magnify! (14 pt or more)

21. Top Ten 10 Pick of the Props

22. Reading Rulers and the NEW Cooler Ruler www.thedyslexiashop.co.uk 10

23. The Post-it Note 9

24. Talking Tins and other voice recording stuff 8

25. High Interest reading materials Rapid Readers: www.pearson.co.uk Barrington Stoke: www.barringtonstoke.co.uk 7

26. 6

27. Mind Maps and visual planning 5

28. Word lists and technical glossaries 4

29. Think about visual stress! 3 Pastel backgrounds for whiteboards ! Buff coloured paper

30. Peer Teaching and buddying 2

31. Highlight lines in exercise books www.printablepaper.net 1

32. “What Works” Reciprocal Reading Paired Reading AcceleRead / AcceleWrite Sound Reading Systems And more…… (What Works for children and young people with literacy difficulties - Greg Brookes Feb 2013. The Dyslexia SpLD Trust)