spld/dyslexia across languages monolingual and bilingual learners
TRANSCRIPT
SpLD/Dyslexia acrossSpLD/Dyslexia acrosslanguageslanguages
Monolingual and bilingual Monolingual and bilingual learnerslearners
Are all bilingual learners Are all bilingual learners the same?the same?
No…….No……. Linguistic diversityLinguistic diversity Social and cultural contextSocial and cultural context OrthographiesOrthographies
Tensions surroundingidentification and support
of bilingual children with dyslexia
Linguistic Linguistic Diversity Diversity
Learning profilesLearning profiles CognitiveCognitive Case historyCase history Behavioural and Behavioural and
socialsocial
Difficulties in both phonology and Difficulties in both phonology and orthography, experienced in first orthography, experienced in first language, will impact upon language, will impact upon second language learning second language learning
((Ziegler et al , 2005)Ziegler et al , 2005) Use of less flexible strategies by Use of less flexible strategies by
Dyslexic learnersDyslexic learners(Wahn & Gregg, 2005; Wahn & Romonath, 2005)(Wahn & Gregg, 2005; Wahn & Romonath, 2005)
((
Levels of language Levels of language competencecompetence
Levels of understanding Levels of understanding and literacy in L1and literacy in L1
Introducing children to Introducing children to L2 – simultaneously or L2 – simultaneously or consecutively?consecutively?
The social and The social and cultural context cultural context
Impact of affective factors on Impact of affective factors on second language acquisition second language acquisition
individual e.g. attitude; aptitudeindividual e.g. attitude; aptitude societal e.g. status of L1; societal e.g. status of L1;
home/school environmenthome/school environment
What do we know about What do we know about developing literacy across developing literacy across
languages? languages?
Orthographic differences?Orthographic differences?
Differences Differences
Types of systemTypes of system LogographicLogographic SyllabicSyllabic alphabeticalphabetic
Levels of complexityLevels of complexity Shallow to deepShallow to deep Transparent to opaqueTransparent to opaque
LogographicLogographic SyllabicSyllabic AlphabeticAlphabetic
KanjiKanjiChineseChinese
No No phonological phonological representationrepresentation
Potential Potential phonologicalphonologicalRepresentationRepresentation
CyrillicCyrillicIndo-IranianIndo-Iranian
SlavicSlavicTurkicTurkicAsian Asian
RomanRoman
Mixture of Mixture of alphabetic and alphabetic and
syllabic syllabic
TransparentTransparent‘‘shallow’shallow’
simplesimple
OpaqueOpaque‘‘deep’deep’
complexcomplex
Adapted from Adapted from Joshi (2005)Joshi (2005)
KanaKana(Japanese)(Japanese)
DevanagarDevanagarKannutakaKannutaka
Finnish Finnish SpanishSpanishGreekGreek
HungarianHungarianItalianItalian
Swedish TurkishSwedish Turkish
French French PortugesePortugese
English English
Three types of language system
Levels of complexityLevels of complexitysyllabic/alphabetic orthographiessyllabic/alphabetic orthographies
Orth.Orth.depthdepth
ShallowShallow ShallowShallow DeeperDeeper Increased Increased difficultydifficulty
DeepestDeepestopaqueopaque
SimpleSimple FinnishFinnishTurkishTurkish
HungarianHungarian
GreekGreekItalianItalian
SpanishSpanish
PortuguesePortuguese FrenchFrench
ComplexComplex
AdaptedAdapted fromfrom
Seymour,Seymour, 20052005
HebrewHebrewCzechCzech
SerbianSerbianCroatianCroatianVowelledVowelled PersianPersian
GermanGermanNorwegianNorwegianIcelandicIcelandic
DutchDutchSwedishSwedish
PortuguesePortugueseDanishDanish
EnglishEnglish
Developing literacy Developing literacy across languagesacross languages
Transparent orthographies and Transparent orthographies and ‘pathways in the brain’‘pathways in the brain’
Deep orthographies and complex Deep orthographies and complex processing processing
A slower decoding process –A slower decoding process –words that violate the ruleswords that violate the rules
More ‘catch-up’ time in complex More ‘catch-up’ time in complex orthographies orthographies (Hutzler et al, 2005)(Hutzler et al, 2005)
How might dyslexia and How might dyslexia and bilingualism connect?bilingualism connect?
Each type of orthography makes Each type of orthography makes different cognitive demandsdifferent cognitive demands
Impact of early literacy in L1 Impact of early literacy in L1 Impact of acquiring literacy in a more Impact of acquiring literacy in a more
transparent languagetransparent language Role of phonological processing in Role of phonological processing in
identifying dyslexia?identifying dyslexia?
The Dyslexia-friendly The Dyslexia-friendly School School
The Road to Inclusion The Road to Inclusion
Dr. Tilly MortimoreDr. Tilly Mortimore
If they cannot learn from the If they cannot learn from the ways in which we teach, we ways in which we teach, we
must teach them in the must teach them in the ways in which they learn.ways in which they learn.
Harry Chasty
If you are not learning, am I a teacher?
Levelling the playing field…
“There is nothing so unfairas the equal treatment
of unequal people.”
(Thomas Jefferson)
The impact upon children’s The impact upon children’s behaviourbehaviour
•The classroom context•Sources of conflict•What do we mean by
Dyslexia friendly?
Dyslexic behaviour in Dyslexic behaviour in your context your context
What might I see and how might I interpret What might I see and how might I interpret
it?it? •Work in your away group•Select a task or situation that might emerge in your context. •When might this situation/task cause conflict for a learner with a dyslexic difference?•Where might this occur?•What people might be involved?
Dyslexic differences:Dyslexic differences: Cracking Cracking the codethe code
Reading difficulties - Reading difficulties - even if well even if well compensatedcompensated. .
Planning and Planning and writingwriting
HandwritingHandwriting Spelling Spelling Note takingNote taking
Phonological Phonological processingprocessing
Word retrieval - Word retrieval - written or oral written or oral
SequencingSequencing OrganisationOrganisation Memory Memory AutomaticityAutomaticity MathsMaths DirectionDirection – –
left/rightleft/right
Extra effort
•What does the task/situation demand of the learner?
•Why is he/she responding in this way?
•How can I adjust the task or context?
Three questions to ask Three questions to ask yourself……yourself……
• everyone feels welcome• collaboration rather than • competition• differences celebrated• support and respect• learners’ self-esteem nurtured• positive language
CLASSROOM ENVIRONMENT AND CLASSROOM ENVIRONMENT AND CULTURECULTURE
Booth and Ainscow, 2002Booth and Ainscow, 2002
Being inclusiveBeing inclusiveAltering our approachesAltering our approaches
Build on the strengths Build on the strengths Compensate for weaknessesCompensate for weaknesses Being multi-sensoryBeing multi-sensory Exploiting the multi-modalExploiting the multi-modal Encouraging the strategicEncouraging the strategic
How would you imagine How would you imagine a dyslexia-friendly a dyslexia-friendly
school?school?
What would be essential What would be essential in your context?in your context?
Home groups 4 Principles 4 Don'ts
THE UK DYSLEXIA-FRIENDLY THE UK DYSLEXIA-FRIENDLY SCHOOLS INITIATIVE - The SCHOOLS INITIATIVE - The
backgroundbackground Swansea LEA 1997 – crisis in provisionSwansea LEA 1997 – crisis in provision Neil Mackay (education consultant) Neil Mackay (education consultant)
working with SEN advisor – originated working with SEN advisor – originated ‘dyslexia-friendly’‘dyslexia-friendly’
‘‘Model’ set up at Hawarden High SchoolModel’ set up at Hawarden High School Rolled out through trainingRolled out through training Mackay with SENCO groups set up Mackay with SENCO groups set up
national accreditation scheme for national accreditation scheme for schoolsschools
BDA ‘Standards’:BDA ‘Standards’: Leadership and ManagementLeadership and Management Teaching and LearningTeaching and Learning The Classroom EnvironmentThe Classroom Environment Partnership and LiaisonPartnership and Liaison
The UK Dyslexia-friendly School The UK Dyslexia-friendly School Principles into practicePrinciples into practice
• Policy – putting practice into policy• Training – walking the talk • Identification, assessment and monitoring –
scrutiny and immediate intervention• Responses to needs – walking the talk• Parents as partners – completing the loop McKay (2004)
BDA Dyslexia Friendly Schools Pack: http://www.bdadyslexia.org.uk/files
Dyslexia-friendly schools are Dyslexia-friendly schools are Empowering schoolsEmpowering schools because because
theythey….….
• recognise the importance of emotional intelligence and the ‘feel good factor’• individual differences are recognised and celebrated• everyone is important• all pupils empowered to be “the best they can”• individual approaches to learning
recognised and harnessed.
InclusiveInclusive schools because schools because theythey…..…..
• balance needs for basic skills and broad, varied curriculum
• social, emotional and intellectual inclusion a top priority
• weak basic skills not a bar to “top sets”
• the focus on strengths rather than weaknesses
• progress monitored via achievement of “can do” statements
How did this match your idea How did this match your idea of the dyslexia-friendly school?of the dyslexia-friendly school?
Similarities?Similarities?Differences?Differences?
Why?Why?
Walking in the dyslexic learner’s Walking in the dyslexic learner’s shoesshoes
What do you think dyslexic learners would say here?
What Hurts?What Hurts?Thomson & Chinn, 2001Thomson & Chinn, 2001
If you shoutIf you go too fastIf you rush themIf you don’t stick to the pointIf you give him too many instructionsToo much copying or dictatingIf you patronise them If you show them upIf you ridicule themIf you confuse dyslexic with stupid…(Thompson & Chinn, 2001)
What will they hate?What will they hate?
What Helps?What Helps?
What do you think dyslexic learners might say?
Be Clear, concise, pleasant, calm, patient and prepared to repeat information
Dyslexia-friendly ground Dyslexia-friendly ground rulesrules
Avoid overloading weaknessesAvoid overloading weaknesses Planning written work and getting Planning written work and getting
thoughts down on paperthoughts down on paper Reading slowly even when reading Reading slowly even when reading
seems compensated seems compensated Completing tasks at speedCompleting tasks at speed Remembering tasks, learned facts, Remembering tasks, learned facts,
arrangements, especially if under arrangements, especially if under pressure or overloadedpressure or overloaded
Copying any material from a Copying any material from a black/white boardblack/white board
Secretarial skills Secretarial skills
Teach to strengthsTeach to strengths
Identify the learner’s stronger Identify the learner’s stronger channelschannels
Teach in a multi modal wayTeach in a multi modal way Use peers and your team Use peers and your team Be multi-sensoryBe multi-sensory
Ground rules for an inclusive Ground rules for an inclusive environmentenvironment
AdjustAdjust without changing without changing outcomesoutcomes Change instructional Change instructional arrangementsarrangements Change lesson Change lesson formatformat Change delivery Change delivery stylestyle AdaptAdapt curricular curricular goalsgoals Change Change environmentenvironment or location or location Change instructional Change instructional materialsmaterials Personal assistance?Personal assistance? Alternative activity for student and some Alternative activity for student and some
peerspeers.. Be critical of differentiation. Be critical of differentiation.
Nind, 2006
How to helpHow to help
•Success: ‘more of this please!’•Tip: Two “doable” checkable tips
Only mark target spellings •Think – target one doable improvement the learner can consider for next piece
Success-tip-thinkSuccess-tip-thinkHughes (1999)Hughes (1999)
The feedback sandwich
Assessing knowledgeAssessing knowledge
Write a paragraphWrite a paragraph
Prove you have learnt something….How many ways?
Assessing knowledgeAssessing knowledge
Write a paragraphWrite a paragraph Share with a friendShare with a friend Bullet points or post Bullet points or post
itsits Drawings and labelsDrawings and labels Flow chartFlow chart Comic story boardComic story board Design a quiz Design a quiz
Create a posterCreate a poster Time LineTime Line Mind mapMind map Model makingModel making Radio/hot seat Radio/hot seat
interview interview Dance dramaDance drama Build a volcano and Build a volcano and
explain how it worksexplain how it works
Prove you have learnt something….How many ways?
MINIMISING FEARSMINIMISING FEARS((Mackay, 2006; Mortimore &Dupree,2008)Mackay, 2006; Mortimore &Dupree,2008)
Fear of Fear of disapproval/lack of disapproval/lack of understandingunderstanding
Fear of Fear of reading aloudreading aloud Fear of not being able to understandFear of not being able to understand Fear of Fear of not being able to keep upnot being able to keep up Fear of Fear of teststests Fear of Fear of not being able to startnot being able to start Fear of not being able to Fear of not being able to spellspell Fear of handing in work to be Fear of handing in work to be markedmarked Fear of leaving ‘comfort zone’Fear of leaving ‘comfort zone’ Fear of Fear of not being able to show whatnot being able to show what I I
knowknow Fear of having to Fear of having to writewrite
TaskTaskIn your In your homehome groups (8) groups (8)
Look at the list of fearsLook at the list of fears Your group will be allocated oneYour group will be allocated one What adjustments could you What adjustments could you
make to ensure that this fear is make to ensure that this fear is not part of your school.not part of your school.
Make your school dyslexia-Make your school dyslexia-friendly………friendly………
Star TipsStar Tips
Anticipate and avoid failure
Task analysis
Understand the Impact of failure
One bite at a time
Dyslexia-friendly schoolsAudit Checklist
Adapted with permission from Mackay (2004) Mortimore & Dupree (2008)
1. Identification, assessment and monitoring
Criteria Criteria Date/ In Place? Date/ In Place? What?What?
Action neededAction needed Second checkSecond check
Documented ways Documented ways of identifying of identifying issues with regard issues with regard to basic skill to basic skill development development
Classroom based Classroom based intervention intervention strategiesstrategies
Needs assessment Needs assessment processes in placeprocesses in place
Dyslexia friendly Dyslexia friendly marking systemsmarking systems
Dyslexia friendly Dyslexia friendly testing testing assessment assessment
Criteria Criteria Date/ In Place? Date/ In Place? What?What?
Action neededAction needed Second checkSecond check
Good-practice in Good-practice in policiespolicies
Classroom Classroom management management strategies in staff strategies in staff handbook handbook
Information about Information about students fully students fully availableavailable
Dyslexia friendly Dyslexia friendly materials used by materials used by all staffall staff
Dyslexia friendly Dyslexia friendly testing and testing and marking systems marking systems used by all staffused by all staff
Dyslexia friendly Dyslexia friendly homework homework practicespractices
Work acceptable Work acceptable in range of formsin range of forms
Strategies in place Strategies in place to access material to access material for exam revision for exam revision and researchand research
Strategies in place Strategies in place to compensate for to compensate for poor literary skills poor literary skills
2: Responses to needs
‘‘Dyslexia friendly settings’Dyslexia friendly settings’Recommended ReadingRecommended ReadingBritish Dyslexia Association (BDA) 2005 British Dyslexia Association (BDA) 2005 Achieving Dyslexia-friendly Achieving Dyslexia-friendly
SchoolsSchools (5th edn) Reading: BDA. available online at (5th edn) Reading: BDA. available online at www.bdaweb.co.uk/bda/downloads/wholedocument.pdf www.bdaweb.co.uk/bda/downloads/wholedocument.pdf McKay, N. (2006) McKay, N. (2006) Removing Dyslexia as a Barrier to Removing Dyslexia as a Barrier to
Achievement: The Dyslexia Friendly Schools Toolkit Achievement: The Dyslexia Friendly Schools Toolkit Oxford: SEN marketingOxford: SEN marketing
Mckay, N. & Tresman, S. (2006) Mckay, N. & Tresman, S. (2006) Achieving Dyslexia-friendly SchoolsAchieving Dyslexia-friendly Schools. . Oxford: SEN MarketingOxford: SEN Marketing
Mortimore,T. & Dupree, J. (2008) Mortimore,T. & Dupree, J. (2008) Dyslexia-friendly Practice in Dyslexia-friendly Practice in the Secondary Classroomthe Secondary Classroom. Exeter: Learning Matters. Exeter: Learning Matters
Pavey, B. (2007) Pavey, B. (2007) The Dyslexia-Friendly Primary SchoolThe Dyslexia-Friendly Primary School. London: Paul . London: Paul ChapmanChapman
Reid, G. (2005) Reid, G. (2005) Dyslexia and Inclusion. Classroom Dyslexia and Inclusion. Classroom Approaches for Assessment , Teaching and Learning.Approaches for Assessment , Teaching and Learning. London; David FultonLondon; David Fulton
DfES (2002) DfES (2002) Learning and Teaching for Dyslexic ChildrenLearning and Teaching for Dyslexic Children. . www.standards.dfes.gov.uk CD Rom availablewww.standards.dfes.gov.uk CD Rom available