dyslexia guild conference 2013 - primary teaching seminar
DESCRIPTION
Dyslexia and SpLD: Current Issues for Primary Teachers Debbie Hanson, Alison Bryant and Glenys HeapTRANSCRIPT
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1
Welcome!
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Aims
How does dyslexia affect Primary school children?
Strategies, practical examples
Questions and comments
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A Cluster of Difficulties Phonological skills
Language Processing
Sequencing
Motor Skills
Organisation
Poor Literacy / Numeracy
Self-esteem
Behaviour
Working memory
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Dyslexia in Primary school
Find the issues, tackle them one by one
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Remember
‘What helps the dyslexic pupil helps everyone!’
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Reading
Slow, laboured, not fluent, monotone
Poor ability to sound out words
May ignore punctuation
Mis-reading of sight words
were / where how/ who want / won’t
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Reading
Poor comprehension lack of enjoyment
We never ask them to read in front of the class!
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Support Reading
Accuracy
Rate (fluency)
Comprehension
Accessibility
www.load2learn.org.uk/ IT’S FREE!
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Spelling
Deteriorates…
•At speed
•In longer pieces of writing
•When being watched!
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Phonological Awareness
Be systematic, over-learning
Use pure sounds! www.youtube.com/watch?v=5J2Ddf_0Om8
Breaking words syllables
Practise blending
Practise segmenting
See www.unitsofsound.net/
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Support Spelling
Chunk words syllables
Cut words on cards – multi-sensory
Use magnetic/foam/wooden letters/ phonemes –to aid working memory
Spelling takes practice!
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Learning Spellings
Making spelling multi-sensory works!
Echo, spell, write, check for dictation
Look, say, cover, write, check
Visualisation techniques
MUSP
Spaghetti spelling
Highlighter dance mat spelling
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‘How do you spell….?’
Free writing
Topic work
Mnemonics – pupil’s ideas – humour!
ACE dictionary
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We notice that writing has…
Reduced output compared to oral discussion
Awkward pen grip?
Poorly sequenced
Basic vocabulary and sentence structure
Messy
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Tackling Writing Difficulties
Systematic…tackle one by one…..
Copy from board accurately
‘Scruffy’ work – scissors, glue, ruler,
fountain / ink pens
Handwriting
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Supporting Writing
Systematic
Posture
Touch typing
Focus on creativity
Systematically plan ideas
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Maths
Difficulty remembering facts
Misreading units / digits
Difficulty visualising
Difficulty following sequences
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Maths Support
Systematic
Over-learning
Concrete resources (Cuisenaire rods)
See www.powerof2.co.uk
Many websites, www.mymaths.co.uk
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Difficulties with tests…
Reading and understanding the question!
Working under time-pressure
Sustaining concentration
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Coping with tests
Full exam access arrangements for SATs
Reinforce the instructions
Practise styles of exam questions
Provide timeline and move marker
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Model organisation
Structured into sections
Flow of work ‘out’ and ‘in’
Everything clearly labeled – pictures
Checklist by the door - things for home
Encourage independent routines
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Realistic praise
Build self-esteem
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Teaching Style
Multi sensory
Investigatory approach
Directed discovery teaching
Systematic, cumulative
Over-learning
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Support Processing and Memory
Allow time to answer questions
Repeat instructions back/paraphrase
Simple instructions
Working memory programmes