Dyslexia

Thursday 21st November 2013Laura Bradbury

andDonna Lloyd

What we aim to cover;• Identify dyslexia• How dyslexia affects pupils• Making classroom dyslexia friendly• Activities• Where to find more information

Identify dyslexia• Written work

– Poor standard of written work compared with oral ability– Produces messy work with many crossing out and words– Persistently confused by letters which look similar e.g. (b/d, p/g)– Spells a word several different ways in one piece of writing– Has difficulty with pronunciation and/or grammar– Produces phonetic and bizarre spelling: not age/ability appropriate

• Reading- makes poor reading progress- finds it difficult to blend letters together- fails to recognise familiar words- is hesitant and laboured in reading, especially when reading aloud- misses out words/lines when reading, or adds extra words- has difficulty picking out the most important points of a passage

• Numeracy- shows confusion with number order e.g. units, tens, hundreds- has difficulty remembering anything in sequential order e.g. tables, days of the week- finds mental arithmetic at speed very difficult- can think at a high level in mathematics, but needs a calculator for simple calculations

• Organisation and behaviour - difficulty in learning to tell the time- shows poor time keeping- disorganised and forgetful e.g. over sport equipment and homework- confuses direction – left/right- Poor concentration- difficulty following instructions- class clown or disruptive to avoid/mask difficulties

• Strengths of dyslexia - big picture thinking-strong visual skills-creative talent-excellent trouble shooting-innovative thinking

Difficulties and solutions • 1. Difficulty - Remembering instructionsWorking memory problems means that

pupils can’t hold onto several instructions at once

- repeat instructions/information in a multisensory way and check for understanding i.e. say it, write it on the board and demonstrate it

- make instructions short, simple and precise

• 2. Difficulty – Pupil forgets/hasn’t understood what to do for homework

Working memory and writing difficulties means child forgets or doesn’t record homework correctly

- check students have understood homework by getting them to repeat it back

- hand out written instructions for homework to be glued into books

• 3. Difficulty – Pupil avoids tasks/acts upFear of ridicule means child tries to conceal

difficulties - give every student the right to

decline reading aloud so as a dyslexic child is not singled out

- allow pupil to pre-read/prepare what they will read out or write in front of the class

- setting achievable targets for tests

• 4. Difficulty – Pupil forgets equipment/doesn’t have the correct work for correct class

Organisation difficulties - colour code and symbol timetables

and what’s needed for them- have spare equipment clearly

labelled in class that students can borrow

• 5. Difficulty – Erratic spelling Poor visual and working memory

- key words placed strategically around the classroom to support current topics

- mark 5 common errors in work and concentrate on helping them with these

How dyslexia affects pupils• 1. Difficulty – words move around on

the page when they try to readSome dyslexics have visual stress

- use pale colours to print on/write on instead of black words on white background

- look into coloured overlays for pupil’s personal use

• 2. Difficulty – can’t get all the work done in the time

Processing and organisational difficulties - give extra time- adapt work so they can take part

i.e. mind map with key facts and ideas rather than whole essay

- cut down on non-vital work so they can take time over what is vital

• 3. Difficulty – Pupil is unmotivated or frustrated Feels they are a failure/annoyed they can’t get past

the basics- mark positively, always find something to compliment - allow aids to help children access curriculum i.e. calculator to basic maths so they can access the complex theory - allow answers/activities to be multisensory like having discussion groups and oral answers, not just written down ones- ‘Go for it!’ Don’t let spelling, grammar areas get in the way of interesting language and content

• 4. Difficulty – Has good days and bad days

It just happens!- be understanding - concentrate on what they are

getting right-don’t ask them to ‘try harder’

they are probably trying twice as hard as all the other pupils.

Making classroom dyslexia friendly

• With dyslexic children - description without words

• With a class – learning styles • With colleagues – dyslexia friendly classroom

Where to find more information• Books

-Dyslexia Friendly Schools Good Practice Guide (British Dyslexia Association)

- Dyslexia and Education: A guide for Teachers and TAs (British Dyslexia Association)