Inclusive Practice - Dyslexia

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East Lothian Council

Department of Education and Children’s Services

Guidelines for Class TeachersStaged Assessment and Intervention Strategiesfor pupils who have DYSLEXIA.

Inclusive Practice - Dyslexia

CONTENTS

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Introduction – The Purpose of this Booklet 3

What is Dyslexia? 4

Whole School Issues 5

Assessment: 6 Principles and aims of assessment Key roles and responsibilities

Intervention: 8 Class and subject teacher – general advice ICT support Subject specific advice

Scotopic Sensitivity 21

Appendix – Teachers’ Toolkit 26

Inclusive Practice - Dyslexia

INTRODUCTION

The purpose of this Booklet

This booklet is designed for class teachers and Support for Learning teachers to help them identify pupils with dyslexic difficulties and provide practical strategies for use in the classroom.

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Inclusive Practice - Dyslexia

WHAT IS DYSLEXIA?

Definition of Dyslexia

Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which does not respond well to conventional teaching techniques. These difficulties often do not reflect an individual’s cognitive ability and are often not typical of performance in other areas.

The impact of dyslexia as a barrier to learning varies in degree according to the learning environment and the demands of the curriculum as there can be associated difficulties such as:

Auditory and/or visual processing of language-based information

Phonological awareness Oral language skills and reading fluency Short-term and working memory Sequencing and directionality Number skills Organisational ability

Motor skills and co-ordination are often affected.

Dyslexia exists in all cultures and across the range of abilities and social-economic backgrounds. It is neurological in origin; a hereditary, life-long condition. Unidentified, dyslexia is likely to result in low self esteem, high stress, atypical behaviour, and low achievement.

The Scottish Government 2009.

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Inclusive Practice - Dyslexia

WHOLE SCHOOL ISSUES (See also Dyslexia Friendly Schools Audit Tool)

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1) a proactive, whole-school approach to identifying and meeting the needs of pupils with Dyslexia is in place through Staged Assessment and Intervention

2) effective links between key personnel and agencies are established at key points during transition

3) school staff have a clear understanding of the roles and responsibilities of class/subject teachers and support for learning staff

4) pupils are given the opportunity to demonstrate their knowledge and understanding using a range of communication and literacy skills

5) parents/carers are informed about the nature of their child’s dyslexia and the support provided and are given copies of planning documents (e.g. IEP, IAP, SAI Action Plan)

6) parents/carers are made aware that they can have the support of a friend or relative at any in-school meeting or review

7) pupils views (where appropriate) are invited and taken into account throughout the Staged Assessment and Intervention process

8) each class/subject teacher is responsible for the teaching and learning of every pupil in his or her class

9) teachers know where to find advice on identifying and supporting pupils with dyslexic difficulties

10) pupils do not become over-reliant on adult support and learn as independently as possible

11) teachers are able to help individual pupils to access the curriculum and record their ideas

12) pupils are placed in classes or groups that are commensurate with their ability rather than placed in lower sets or groups where support may be targeted

Inclusive Practice - Dyslexia

ASSESSMENT

Principles and Aims of Assessment

The purpose of assessment is to provide pupils, teachers and parents with sufficiently dependable information and feedback to inform judgements, choices and decisions about learning, and to inform planning for improvement … No decision about a child’s attainment or future learning should be made or reported on the basis of a single assessment or test score, as it will not, on its own, be sufficiently reliable for that purpose … All assessments and tests used to monitor children’s progress and attainment should be demonstrably fit for their purpose. (Assessment and Reporting: Circular 2, June 2005, SEED)

Assessment in relation to literacy difficulties to establish whether or not dyslexia is evident “will typically involve a combination of formative, observational and standardized assessment. It will consider a child’s progress in a range of skills and any barriers to learning in reading, spelling and written work. A complex profile of the strengths and weaknesses is built up, and factors that may seem to be peripheral to the essential literacy skills are also considered.” (Framework for Inclusion, Assessing Dyslexia Toolkit for Teachers, 2009)

Any assessment proposed should have a clear purpose which will inform the choice of most appropriate method(s) of information gathering.

The Framework for Inclusion, Assessing Dyslexia Toolkit, is an on-line resource launched by the Scottish Government in 2009. It provides advice for teachers (at all levels of experience in identifying dyslexia) in the areas of evidence gathering, record keeping, assessment, reporting and links the information to the different stages of CfE. http://www.frameworkforinclusion.org/AssessingDyslexia

Assessment is a dynamic process which takes place over time and forms part of the ongoing cycle of assessment, intervention and evaluation.

Assessment should take account of the whole child. The involvement of parents and pupil in the process of assessment is therefore crucial.

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The GIRFEC model and the Staged Assessment and Intervention process is used to address concerns around learning and teaching for all pupils

Pupils may have other difficulties which co-exist with Dyslexia e.g. current or past speech and language or hearing difficulties, Autistic Spectrum Disorders (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Dyspraxia (DCD) or current or past speech and language difficulties affecting literacy development. While these guidelines are written with reference to Dyslexia, assessment in practice needs to consider the child as a whole.

No two pupils with Dyslexia will have the same profile of strengths and needs: each pupil needs to be considered on an individual basis.

Key roles and responsibilities

Class and subject teachers have responsibility for all pupils in their class. Support for learning teachers can offer support through any of the 5 roles of: Co-operative teaching, Consultancy, Staff development and training, Tutoring and teaching, Providing specialist services

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INTERVENTION

The following are suggestions which may be implemented as part of whole class practice or for individual pupils. The ideas suggested here are not exhaustive and you may have additional ideas of your own. GLOW and Edubuzz are platforms for teachings to share ideas. Use them to share your ideas and find out from other teachers what they have found useful. Different strategies will be effective in each case and assessment information should help to inform which strategies are most likely to be appropriate. Other teachers involved with a pupil, as well as parents and pupils themselves, are likely to provide valuable contributions in terms of which strategies to select.

Class and Subject Teachers - general advice for teaching and learning

Ask Support for Learning staff for advice and strategies that might help individual pupils with dyslexia. Useful information will include strengths, challenges and strategies that help.

Class teachers should adapt their teaching to allow dyslexic pupils (and others with learning difficulties) full access to the curriculum.

Many of the needs of dyslexic pupils can be met by proven, effective teaching approaches e.g. multi-sensory teaching (hear, see, imagine, speak, feel. trace, write), which can benefit all pupils.

Teach answering techniques such as “Do what the question says. It asks for 2 examples so give 2, not 1 or 3.”

Use regular encouragement – e.g. Have a go. That is a good piece of work. You have achieved well. What is your best guess?

Consider the pupil’s preferred learning style (Visual, auditory or kinaesthetic) – does your teaching style suit?

Acknowledge the frustrating and tiring consequences of dyslexia for the pupil(s)

Provide opportunities for strengths and talents to be used. Acknowledge the pupil’s level of understanding, which often

does not match reading/writing abilities. Encourage pupils to take responsibility for their own learning. Provide the ‘big picture’ for new topics – give an idea of content.

A note of the intended learning outcomes for each topic/unit of work supplies a list of areas for reinforcement or revision.

Promote thinking skills. Dyslexic pupils often excel in this. Use open-ended questions. Give a plenary after each lesson and particularly at end of each

topic to reinforce what should have been learned. Pupils need help to develop automaticity. This comes from

repetition or over-learning. Make use of handouts rather than have pupils writing/copying.

Dyslexic pupils can take a lot of time and use up considerable

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energy and concentration in copying and taking notes. This time can be much better used reading through and discussing key points.

If overheads are used provide a photocopy for highlighting. If PowerPoint is used, provide a printout for highlighting, or

make into cloze giving the required words at the end. Give all the required sentences, but jumble them up for the

pupil to sequence and stick. Make up ‘prompt notes’ or ‘think sheets’

Make out practice cards to reinforce work, e.g. learning new words, formulae or sequence of events.

Make up additional revision materials for supported use at home.

In whole class teaching involve the pupils in techniques such as:- recapping from previous lessons- story telling- class discussions- giving explanations- drama

Instructions:- keep to a minimum- give one step at a time- break down into sections e.g. “turn to page 44, look at

exercise 2. [pause] Look at Section A, Question 1” Dyslexic pupils can learn skills by working with other pupils

who can provide models e.g. organising tasks, planning time, identifying key information.

Make full use of visual images in teaching activities and classroom displays:- mind maps/spider diagrams- large labelled diagrams and/or with pictures- classification- keyword concept maps- graphs- continuum diagrams- ripple diagrams- Venn diagrams- flow charts- tables- PowerPoint presentations- poster of topic words- slogans

Worksheets

These can be made more dyslexia friendly by using:

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- typed rather than hand-written text- a simple font e.g. Comic Sans, Arial, Century Schoolbook,

Garamond- left justified text- font size of no less than 11- shorter words- short, simple sentences- short paragraphs- high frequency words- active verbs- small blocks of text rather than large blocks- colour coding of text- clearly defined spaces (paragraphs)- large spaces between different ideas- boxes to separate ideas or functions e.g. instruction in one,

explanation in another- concrete text rather than abstract- bold or underlining – but do not overuse as underlined

words can run together- bullet points- lists- diagrams- pictures- flow charts- number instructions

Place comprehension questions close to the information text rather than at the end. e.g. a paragraph with one or two questions afterwards, followed by another, similarly set out.

Provide write-on worksheets instead of having to copy out information or IT supported versions which allow individual adaptations (e.g. text size / colour or voice input)

Avoid:- condensing or stretching the text- italics- bright white paper- multi-clausal sentences- use of passive voice contributions- use of metaphorical language

Spelling

Learning to spell helps learning to read. To be a good speller requires good visual recall, accurate mental imagery, good auditory discrimination and awareness of sound/symbol correspondence. These skills should be taught as an integral part of every lesson – in all subjects.

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Suggested Approaches:- provide a list of key words with their meanings to pupils

for each topic/unit of work as this will help with spellings and allow pupils to consolidate ideas at another time

- display key words on the classroom wall – helps discreetly- teach the reason why words are spelt a particular way- teach spelling rules – these help to jog memory- teach understanding of short/long vowels (this is

important)- teach understanding of the part that syllables (this is

important)- clap the rhythm when teaching the spelling of new words- use look – cover – write – check- use cued spelling- teach the use of mnemonics to help with spelling or

phrases- make up an individual subject dictionary/word list with

all key words for each topic contained- provide self-help spelling aids such as ACE Spelling

dictionary and electronic aids

Do not over-correct spelling errors. Rather, pick on a few important words which are wrongly spelled.

Writing

Structure written work by using:- sentence starters- a brief outline of required paragraph content- use of who/which, what, why, how, when, what happened- organisational frames (for note taking, planning, sorting

and arranging)- writing frames – suggested paragraph openings, sentence

stems (We know ... because ...),- scaffolding (thumbnail sketches of areas to include in work)

For grammar, make out rule cards to use/keep in jotter. When pupils are asked to write, reduce the quantity expected

by teaching how to use mind maps/spider diagrams.

Reading

To develop reading skills:- teach scanning and skimming of text to be read- teach when to read in detail (for comprehension exercises),

when to skim (for a general overview) and when to scan- read the text out to the class so that the work is familiar

and memory strategies can be used

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- use pictures with text where possible – helps with memory- teach use of clues from pictures, diagrams, graphics,

captions, headlines and subheadings

When using text books, direct to the place by:- holding up the book and showing the area to be read- pointing at the text- giving paragraph number- cueing in e.g. above the picture, on the right-hand page,

half-way down, just after the questions, the blue text

Discuss the topic with the whole class before individual work begins.

Ask pupils to predict what will happen next. Use coloured pens on a whiteboard/chalk on a blackboard as

this can help with scanning and relocating. (Beware of dyslexic pupils who have Scotopic Sensitivity and areas of light contrast within the classroom).

Ask pupils to summarise what was taught at the end of each lesson.

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ICT Support

ICT can motivate learners with specific difficulties more than most. IT can help them to acquire specific skills for reading, spelling, writing and maths, as well as give more general support across the curriculum. ICT offers a whole toolkit of strategies from simple word processors to speech recognition, software and the Internet.

Strategies and types of ICT

Access to printBlack print on white paper is difficult to focus on for long periods and some learners report that the words ‘dance’ on the page. Microsoft Word allows users to experiment with the background and text colours, and alter the font and character size to suit their preferences. In Word 2010 on the Home tab, go to Font, click on down arrow in bottom right hand corner, choose the Font then click on Set as Default tab. Comic Sans, Sassoon and Arial are clear fonts which make reading from the screen easier. Double spacing can also make text clearer – to do this it is helpful to customise Tools and put the icon on the toolbar. There are many shortcuts to using Word which enable the slow writer to produce more text with less strain on the memory.

Touch-typingWhile it is not essential to touch-type to use a computer, increased speed and fluency can be very motivating and make composing a less arduous task. Reasonable typists can look and choose, building up letter strings and words instead of worrying about the orientation of individual letters. In this way they are developing and practising skills whilst composing. There is considerable evidence that the finger patterns children learn through typing reinforce correct spellings. Popular touch typing programmes are BBC Dancemat Typing and Doorway Text Type

Word processorsWhen children use a word processor, they tend to write more because it is less of an effort. They can alter a piece of text time and again without having to rewrite the parts that they are happy with. Word processing minimises spelling and legibility problems, enabling pupils to concentrate on ideas and expression. This encourages them to be more adventurous in their use of language and syntax.Clicker 5 supports writing with easily customised grids with speech. A more sophisticated tool is a predictive word processor, such as Write-out-Loud and Co-Writer. The child types the first letter and the computer offers a list of the most likely words, s/he may listen to if necessary.

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Planning tools / Mind MappingOutline (View / Outline) is part of the Microsoft package available on every computer in the authority. More specific and user-friendly concept mapping packages such as Kidspiration, Inspiration and Mind Genius (available in high schools) can also be accessed in every school.

Making presentations with PowerPoint enables those with poor literacy skills to demonstrate their understanding with a visual format and can act as a memory prompt.

Spellings and enriching vocabularyWord banks, such as the Franklin Spell masters range support spelling, as do spelling and grammar checkers in word processing packages. They range from a simple predictive spell checker to one with a sophisticated vocabulary and speech facility. The Thesaurus (also in Word) aids acquisition of a broader vocabulary. Replacing frequently used words with abbreviations (in Word/ Tools/ Autocorrect) speeds up writing.

Word Shark and Nessy Learning Programme are useful programmes to help reinforce spelling, reading and writing.

Speech reproductionPupils and staff can use digital voice recorders to dictate work. MP3 players are invaluable in accessing the curriculum for those whose reading skills are poorer than their ability to grasp concepts.

Support for mathsComputation presents particular problems for dyslexic pupils. Active learning - ‘seeing’ and ‘doing’ - are watchwords for teaching maths to overcome these difficulties. Often dyslexic learners find verbal explanations confusing as they have problems with memory and sequencing. ICT can help here, with such software as Number Shark which has 30 games designed for learners who have poor short-term memory, attention span and sequencing skills.A calculator is of course an essential aid, not just for getting an answer right, but also for learning particular products and number bonds. Using a calculator encourages estimation. An Interactive Calculator has auditory feedback, ease of physical manipulation and a ‘guess’ button.

Lo-tech solutions lower case keyboard stickers Reading pens Talking photo albums Digital cameras Neo (formerly Alphasmart).

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NB the East Lothian Education ICT Officer would be pleased to offer further information and links to training.

Specific Subject Advice

English

All literacy skills are difficult to attain, but particularly writing. Remember that in writing, the mechanics may be difficult – a

pupil who has dyslexia has to think of the spelling, whilst having difficulty with processing and also may have fine/gross motor skill difficulties writing speed.

Use scaffolding and modelling – look at a successful piece of coursework (e.g. from previous year group).

Use group searches to find quotations that reinforce points. Share your marking scheme as this helps pupils know what

they should be doing and encourages improvement. Use mind maps for planning, overview and inter-relationships

of characters.

Spelling is very often a life-long problem. In spelling, use word derivatives, roots of words, prefixes,

suffixes. Highlight the part of the word that is causing difficulty. Teach the 300 most common words. Teach spelling rules. Encourage and accept logical spelling. Do not undervalue work littered with spelling errors.

Do not over-correct, choose only the most important words. Many dyslexics learn to read reasonably well but are generally

slow and occasionally inefficient readers. Point out the underlying theme of the reading matter. For personal reading, offer books with a “high interest level” but

“low reading age”, or use books and tapes. Use abridged versions of books.

Giving a talk may be difficult for dyslexic pupils because of the problems in organisation and planning.

Give pupils a structure to work from. Teach the use of prompts. Remember learning styles.

Mathematics

Be aware of difficulties with:reading/spellingcopying accurately

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losing the place (page/blackboard)slow processing speedslow pace of workaccess/retrievallearning by rotepage layout/organisationuse of space/spatial skillsvisual perceptual skillsvisual trackingsequencingnumeracyconfusion of directional words (left/right or top/bottom)confusion of which direction to take/start (e.g. dividing – left to right but subtracting – right to left)reversals 6/9 or b/dco-ordinationfine motor skillsshape recognition

consider learning styles - inchworm v. grasshopperthe inchworm focuses on parts and small details, working step by stepthe grasshopper has an overview and works holistically- may need to use concrete materials- explain why as well as how- use and teach use of table squares- use and teach use of calculators- teach ‘table’ tips- allow time for consolidation- reinforce with lots of practice- once a new concept is firmly grasped, accept fewer worked

examples

For diagrams- Provide an example of ‘best version’- Be clear where main label should be- Be clear about size- Should it be sketched or carefully drawn?- Be clear what is expected re shading/colouring- Give clear instructions about labelling to be used (e.g.

arrowhead, ruler-drawn lines, labels not overlapping)

Modern Languages

This is not easy for dyslexic pupils, but with appropriate understanding, an appropriate curriculum, techniques and resources, it is possible for them to achieve some success.

The main difficulties are caused by weaknesses in:

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- phonological processing, particularly sound/symbol correspondence and lack of awareness of individual sounds within words

- limited working memory- long term memory may have gaps- auditory discrimination/perception – confusion with the

sound ‘heard’, difficulty hearing fine sound differences- difficulty differentiating where a word ends and a new one

begins- sequencing – order of alphabet, letter order and word order- spelling – difficulty spelling unfamiliar words- grammar and syntax – poor understanding of this in first

language will cause even greater problems in a second language

- visual discrimination/recognition – poor ability to discriminate/ differentiate between words.

use multi-sensory teaching methods teach words in groups point out similarities with English words teach mnemonics highlight the parts of words that help with pronunciation make use of highlighter pens use games to reinforce spelling, teach new words etc. be aware of potential problems with reading aloud – ask for

volunteers present new information in bite-sized chunks make full use of diagrams make use of mime/drama make use of music allow extra time for recall have posters, lists etc. on classroom walls for reference give visual clues when speaking teach rules and reinforce regularly use practice cards use picture cues

History

This depends to a great degree on literacy skills. Talking through helps to rehearse the separate components. Successful contribution builds confidence and self esteem. Discursive talking helps with ability to question, infer, deduce,

propose, estimate, guess and judge. Group investigations help to pool knowledge, formulate and

rehearse questions, search for reasons and evidence. Try using games –

o ‘Call my Bluff’ – true meaning of unfamiliar words

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o board games – similar to Monopoly but with chance squares – read out fate

Try paired homework – check that partner can explain vocabulary and concepts.

Compare contradictory primary and secondary sources e.g. Braveheart film re version from history books.

Use mime, role play and drama. Put topic content onto an audio cassette. Focus on concept vocabulary – make up notebooks or wall

posters Focus on discursive connectives which develop historical

argument Use scissors and highlighter pens - analyse how different texts

are constructed Give out photocopies of work for pupils to highlight or underline

key phrases Use efficient questioning across the whole class to make sure

young people who have dyslexia pick up missed points Be aware of learning styles Be aware of confusing words/double meanings e.g. class, party,

state, labour Teach abbreviations – draw a coloured box around these in jotter Be aware of the range of tenses used to describe actions in the

past Provide revision material – “Everything you need to know

about ...” Make up individual “topic dictionaries” under topic headings or

use back of jotter

Geography

Much of the above information applies. Also –

provide printed maps (tracing/drawing may prove difficult)

Sciences

use diagrams make full use of demonstrations specifically teach formulae, symbols, facts, terms etc. explain word confusions e.g. force, conduct, change, transform,

reflection/refraction, currant/current help with organisation of folder – keep topics separate help with organisation of practical work supply grid or chart outlines – drawing these out can take a

considerable time provide summary notes make out checklists provide notes of formulae, essential diagrams, law etc.

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link up topics and show relationships use ‘show and tell’ to ensure comprehension teach singular and plural words together – vertebra and

vertebrae, villus and villi use spelling and definition together for homework, give word practice –

res pir a tion... pirationres...ationrespir.tionrespira....

for diagrams, show how best to do and label (see Mathematics section, page 17):

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Scotopic Sensitivity Syndrome (SSS)

Scotopic Sensitivity Syndrome also known as Irlen Syndrome, is a visual perceptual problem. People with SSS experience distortion of letters, numbers or musical notes, and might report that such symbols blur, move, jump, overlap, disappear or shake when they try to focus on them. Fluorescent or bright lighting and black text on a white background (or white on black) can exacerbate the problem.

Other possible effects of Scotopic Sensitivity Syndrome

headaches changes in mood inability to sit still or concentrate easily tired slow reading rate tracking problems difficulty with or inability to skim or speed read difficulty looking at the computer screen for long periods.

Symptoms of Scotopic Sensitivity Syndrome

easily distracted when reading fidgety/restless gets tired easily has difficulty looking at printed page or computer screen uses finger as marker to read holds page close to face or pushes it way to read frequent blinking or squinting sore eyes or headaches loses place when reading rereads lines skips words or lines

In addition to carrying out screening tests for dyslexia, some opticians also provide testing for suitability for overlays. Dyslexia Scotland (www.dsse.org.uk/index.html) provide a list of opticians who provide these services.

Interventions

Use coloured acetate, coloured report folders or commercial overlays on books and worksheets.Photocopy on to coloured paper (paste colours, particularly yellow and blue seem to be most effective).

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Coloured overlays can be bought from: www.ioosales.co.uk

Eye level reading rulers available from:

Crossbow Education41 Sawpit LaneBroctonStaffordST17 0TE01785 660902www.crossboweducation.com

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APPENDIX

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TEACHERS’ TOOLKITContents

Dyslexia Friendly School Audit Tool 24

Staged Assessment and Intervention flowchart 34

Information Gathering 35

Prompt sheets 36

Commercially Available Tests 38

100 High Frequency Words 39

Non-word Recognition Test 40

Miscue Analysis procedure 41

Diagnostic Spelling Analysis 44

Possible signs of low self-esteem 47

Observational assessment 49

Bibliography 52

Inclusive Practice - Dyslexia

Appendix 1

Introduction to Dyslexia Friendly Schools Audit Tool

A basic principle of becoming a dyslexia friendly school is that all teachers are enabled, through training, policy and ethos, to identify and respond to difficulties which a dyslexic pupil may encounter. Dyslexia friendly schools are proactive in meeting the needs of all pupils and where strategies are developed, and targets set and reviewed regularly to ensure success of individual pupils

Becoming a dyslexia friendly school requires a whole school approach, promoting awareness and a willingness to be flexible with approaches to learning and teaching. Class teachers need to be trained to be dyslexia aware so that they can take on the responsibility of adapting teaching to suit the needs of learners. In line with Curriculum for Excellence, targets are set, reviewed and monitored constantly, required adaptations to current practice are made, individual learning styles are recognised and celebrated, and pupils are encouraged and supported in all aspects of the curriculum to be the best that they can be. The dyslexia friendly audit tool supports self assessment by schools to identify areas of strength and it forms the basis of an action plan for areas which may require development for schools as they work towards establishing themselves as dyslexia friendly. It is broken down into sections which can be used to suit the specific context of individual schools and was developed to articulate with CfE and HGIOS.

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 IDENTIFICATION OF DYSLEXIA

    Focus Develop Established Enhanced1.1 Early identification is in place

to note any concerns about pupils’ progress in literacy. East Lothian’s Staged Assessment and Intervention procedures are followed. Education Exchange

       

1.2 Parents /Carers are notified at the earliest opportunity of any concerns the nursery or school has. (HGIOS 5.7)

       

1.3 A record is kept of early concerns (parental or staff) and any action taken. HGIOS 5.4

       

1.4 All staff are aware of and use ELC’s, Inclusive Practices; Dyslexia, for guidance on assessment and intervention strategies.

       

1.5 Parents /carers with concerns in relation to literacy progress will be provided with evidence that their child’s progress is being monitored. Additional standardised assessments may be carried out if and when appropriate. Parents/carers will be notified of these as required by the ASL Act 2009.The school requests input from other agencies where necessary. HGIOS 5.7

       

1.6 Pupils' concerns about their academic progress in relation to dyslexia will be addressed. HGIOS 5.9

       

1.7 Parents/carers meet with professionals (class teacher, Support for Learning teacher, and other agencies if involved) to discuss the findings of assessments. HGIOS 5.7 

       

1.8 Schools work in partnership with parents throughout the process of identifying a child’s strengths and difficulties, ensuring understanding and sharing of information at every level. HGIOS 5.7  

       

1.9 Any dyslexic difficulty        

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highlighted is followed up with appropriate action. Action is recorded and monitored. Parents/carers are kept informed. HGIOS 5.4

1.10 For individuals with significant literacy difficulties, plans record proposed interventions, any support and involvement of relevant agencies, responsibility for tasks and time scale, and set a date for evaluation and review. Education Exchange HGIOS 5.4

       

1.11 Parents of children who are at Stage 1 of the Staged Assessment and Intervention framework are kept informed of their child’s progress and support through discussion at Parents Evenings.  HGIOS 5.7

       

1.12 Where possible the child is invited to review meetings and encouraged to contribute. If there are particular circumstances to prevent this happening, or it is thought inappropriate, the purpose of the meeting is discussed with the child and her/his views included in the meeting. Actions planned as a result of the meeting are then discussed with the child. HGIOS 2.1

       

1.13 Any request by pupils that the result of assessments be explained to them without the presence of a parent/carer is given due consideration. HGIOS 2.1

       

INTERVENTION

2.1 Where an IEP is required, targets are set which are specific, measurable, achievable, realistic and timed (SMART). Parents and pupils are involved at every stage, where appropriate. HGIOS 5.4

       

2.2 Where an IEP is not required staff ensure pupils are enabled to access the curriculum with appropriate targets.

       

2.3 Staff acknowledge that appropriate targets are in place to develop self esteem. HGIOS 5.5

       

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2.4 Pupil progress is presented and explained to parents/carers and pupils in a jargon-free way and followed up in writing where necessary. HGIOS 5.7  

       

2.5 The school encourages parents/carers to come forward to discuss the progress of their children. Contact is maintained with parents to ensure continuity and progression. HGIOS 5.7

    

   

2.6 Where learning a modern language is deemed to be particularly challenging for a specific pupil, adjustments to the curriculum are made. HGIOS 5.2 

       

2.7 Pupils with dyslexic type difficulties are referred to the ICT Curriculum Officer if in-school ICT support to explore further whether existing provision needs to be enhanced. Parents are consulted and informed. HGIOS 5.3

       

2.8 Where pupils are waiting for additional ICT supports to be made available they and their parents/carers are given a timescale in which to expect them.

       

2.9 Where additional ICT is used within the school to support a pupil, training is provided for staff and pupils where necessary. HGIOS 7.3 

       

2.10 Organisation, planning, memory and other study skills are taught to all dyslexic pupils alongside other interventions.  HGIOS 5.1

       

2.11 A range of age appropriate reading and listening materials is available and in use. HGIOS 5.3. Contact the School Library Service to discuss how best to meet specific needs when materials are loaned to schools.

       

SCHOOL ETHOS

3.1 All school staff strive to develop a sense of identity and confidence in themselves and their pupils. Building the

      

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Curriculum 3, Entitlements for all children and young people. HGIOS 5.5

3.2 Pupils with dyslexic profiles are encouraged to develop strengths through curricular and extra curricular activities. Building the Curriculum 3, Recognising Personal Achievement

       

3.3 Appropriate praise and encouragement is given to all pupils to maintain high self-esteem. HGIOS 5.5

       

3.4 Positive reinforcement of work well done is noted in an appropriate way with feedback to pupils. HGIOS 5.5

       

3.5 Progress, attainment and achievement is clearly recorded and reported back to pupils. HGIOS 5.5

       

3.6 The school will maintain a dialogue with parents/carers. Schools will strive to ensure the best possible use of available staff time to support children with dyslexic difficulties. This may include individual and/or group work. HGIOS 5.7

       

3.7 The school is responsive to the concerns of parents and pupils. HGIOS 5.7

       

3.8 All staff are encouraged to be proactive in ensuring that an open door policy is in place within the school. This will help foster good relationships between staff, pupils and parents/carers. HGIOS 5.7 

       

3.9 Parents are encouraged to be involved in their children’s learning and are helped to do so. HGIOS 5.7

       

TRANSITIONS HGIOS 5.1

4.1 Early planning ensures continuity and progression. Dates for multi-agency meetings are identified well in advance: no later than 12 months before the expected transition. Parents and all outside agencies, in particular relevant staff, are included in meetings where the focus is on future planning. HGIOS 5.1 and

       

27

Inclusive Practice - Dyslexia

Education Exchange4.2 Enhanced visits and/or study

skills courses are offered to learners with dyslexia where appropriate. HGIOS 5.1

       

4.3 The school maintains a brief record of transition meetings outlining interventions and difficulties.

       

TRAINING AND AWARENESS RAISING HGIOS 7.3 

5.1 The school holds open meetings for parents to discuss provision for children and young people with Dyslexia.

       

5.2 All pupils above P4 have attended an awareness raising session on Dyslexia. Where possible, pupils with dyslexic difficulties are involved in presentations . Schools may wish to contact the Dyslexia Support Teacher for advice.

       

5.3 All newly qualified teachers have the opportunity to attend an awareness raising session on Dyslexia at some point during their probationary year.

       

5.4 All school staff (including classroom assistants) have attended an awareness raising session on Dyslexia. Schools may wish to contact the Dyslexia Support Teacher for advice

       

5.5 The Outreach Teacher in the Dyslexia Support Service and Support for Learning teachers have access to ongoing CPD. .

       

5.6 All teaching staff are familiar with the Staged Assessment and Intervention policy in operation within East Lothian. Education Exchange

       

5.7 CPD is available to all staff wishing to extend their knowledge and understanding of Dyslexia and are given support to do so. This could be though formal in-service courses or consultation with DSS staff.

       

5.8 All secondary staff are aware of the accommodations and additional support arrangements required to assist with national and standardised assessment.

       

28

Inclusive Practice - Dyslexia

5.9 All staff are aware of current legislation and their responsibilities as outlined in the Literacy and English Outcomes and Experiences and the ASL Act 2009.

       

WITHIN THE CLASSROOM HGIOS 5.2 + 5.3 

6.1 Staff are familiar with Inclusive Practices; Dyslexia guidance. They put appropriate suggestions into place and evaluate these prior to referring to the DSS.

       

6.2 Consideration is given to the learning styles of all pupils. Demonstrations of knowledge and understanding in non-traditional formats (e.g. video, presentations, posters, role play) are accepted.

       

6.3 Staff are aware of their own learning style and of the impact of this on their teaching.

       

6.4 Wherever possible, pupil copying is kept to a minimum. Pen drives and/or photocopies are used for long pieces of text or homework for pupils with dyslexic difficulties. Highlighter pens are always available.

       

6.5 Learning is paced appropriately and additional time is allowed for tasks where appropriate for learners with dyslexia.

       

6.6 The use of accommodations and additional support arrangements (e.g. a scribe) are practised and reinforced prior to national and standardised assessment.

       

6.7 Pupils with dyslexia have access to a range of appropriate technologies and are encouraged to become competent in their use.

       

6.8 Training in these technologies is available to staff (including classroom assistants) and pupils.

       

6.9 Differentiated work is available where necessary.

       

6.10 A variety of classroom assessment strategies take account of pupils’ learning styles.

       

6.11 Classes are organised and laid        

29

Inclusive Practice - Dyslexia

out in such a way that pupils with dyslexia are supported to achieve success.

6.12 Off-white paper is available for printing and photocopying.

       

6.13 Children in the early years have an awareness of rhyme and alliteration strategies as well as the vocabulary of print (front, back, contents, etc.).

       

6.14 Taught Phonic and Spelling programmes are multi-sensory and cumulative. Spelling work is meaningful and transferable.

       

6.15 Linked or cursive writing or is encouraged for those with spelling and handwriting difficulties.

       

6.16 Dyslexic pupils in P4 and above are taught touch-typing and shortcuts to using ‘Word’. Schools may wish to contact the Dyslexia Support Teacher for advice

       

6.17 Learning is predominantly active and experiential.

       

HOMEWORK

7.1 Consideration is given to all pupils with dyslexia in all aspects of homework, bearing in mind difficulties with planning and organisation, fluency and tiredness.

       

7.2 Homework is used as a reinforcement and consolidation activity.

       

7.3 Parents/carers are encouraged to monitor the time spent on homework tasks and report any concerns they have to the class teacher.

       

7.4 Homework tasks and the time schedule involved are made clear to pupils and parents at the start of the school year.

       

7.5 Staff are aware of the need for reinforcement of the use of homework diaries. Coherent policies are in place to ensure young people know how to use the homework diary effectively.

       

7.6 Parents have the opportunity to discuss concerns with staff.

       

SENIOR MANAGEMENT TEAM AND PROMOTED STAFF

30

Inclusive Practice - Dyslexia

HGIOS 9.4 

8.1 The SMT plans time for liaison between class and SfL teachers.

       

8.2 Promoted staff monitor the provision of support for dyslexic pupils.

       

8.3 Members of the SMT set standards with high expectations for dyslexic pupils and put support in place to enable attainment and achievement.

       

8.4 A member of the SMT takes responsibility for communication with parents who have concerns.

       

INFORMATION HGIOS 5.7

9.1 Parents/carers of learners with dyslexia receive information on the identification of needs and Staged Assessment and Intervention process.

       

31

Inclusive Practice - Dyslexia

Appendix 2

Staged Assessment andIntervention Flowchart

32

Concerns raisedregarding Dyslexia

Stage 1

Stage 1

Stage 2Applicable only for

a very small number of pupils

NOTES + ABBREVIATIONSSA+I – Staged Assessment + Intervention (Framework)‘Inclusive Practice Guidelines’CT – Class TeacherSfL – Support for Learning teacherSMT - Senior Management Team AP – Action PlanIEP – Individual Educational PlanOther agencies may include Speech and Language Therapist (SALT), Occupational Therapist (OT), Educational Psychologist (EP)

Concern identified by CT/subject/parent

Begin to gather evidence –see Stage 1 Appropriate classroom

differentiation put in place Complete appropriate Stage 1 documents + AP Implement Stage 1 AP

CLASSROOM

Stage 1 MeetingCT/subject/Guidance + SfL, SMT, parent, pupil, other agencies Devise, implement and review AP Modify AP Review again

SFL

Consider consultation + support from other agencies such as: Cluster Team Co-

coordinators, Dyslexia Support Service, SALT (see current service handbook)

Consultation clinics available – EP, Therapists, ICT

STAGE 1Useful documents

SA+I Assessment format grids

o Action Plan Inclusive Practices

o Appendix – ‘Teachers’ Toolkit’

o Prompt sheets

STAGE 1Documents – continue as

above + Evaluated Stage 1 AP Further evidence gathered

by CT Assessment format grids National Assessment

Levels Further norm referenced

assessments may be specified at the Stage 1 meeting (see ‘Toolkit’)

Direct involvement with EP and/or other agencies.IEP may be drawn up.

Inclusive Practice - Dyslexia

Appendix 3

33

School Strengths Teaching and Curricular Factors Educational history (school moves, attendance,

etc.) Phonic Checklist Specific Difficulties Checklist (enclosed) Common words, 25/50/75/100 as appropriate Piece of unaided writing, with indication of

stimulus offered and time taken (in pen/word processed)

Piece of supported writing, with indication of level and type of support (in pen/word processed)

National Assessments level achieved, if appropriate

Reading scheme and level reached Motor Group Pupil Views

Home Family history, if appropriate

Others Involvement of other agencies, especially SaLT Hearing / sight checked

Further Assessment (as appropriate)

Support for Learning

Information GatheringStaged Assessment and

InterventionStage 1

Class Teacher

Classroom Observation Phonological assessment, e.g. PhAB Standardised reading test, e.g. Salford Non-word recognition test (attached) Diagnostic spelling assessment (attached) Single Word Spelling Test (SWST) Screening test, as appropriate; e.g. DST,/DEST Miscue analysis

Inclusive Practice - Dyslexia

Prompt SheetsStage 1

Please highlight areas of difficultyCHILD’S NAME: DoB: STAGE:SCHOOL: DATE: TEACHER:

Phonological Awareness / Phonics:Difficulties processing sounds in spoken language and then relating sounds to letter shapesConfuses letters/words with similar shapes/soundsSounds out individual letters but cannot blendPoor non-word reading skillsUses initial letter sound clues to make (sometimes bizarre) guessesDifficulties isolating beginning/end sounds of wordsDifficulties repeating sequence of sounds heard in words

Reading: Has not kept pace with the general literacy ability of peersReverses/ and/or omits words / letters / numbersHesitant and inaccurate oral readingDifficulties pronouncing longer, common wordsMisreads short words Difficulties with words read earlier – inconsistencyRelies mainly on context cues (at the expense of phonics)Ignores punctuation when reading; reads with little expressionPotential mismatch between reading and listening comprehension (and general language ability)Enjoys books and stories

Writing:

Muddles the order of letters/wordsErratic spelling performanceConfuses upper and lower casesInaccurate and inconsistent letter formationPoor spacing and punctuationPhonetic spelling that is not age appropriateDifficulties spelling irregular common wordsLetter reversalsLetter/sound confusion, e.g. b/p, t/dOrganisational/planning difficulties when composingMay be good at verbalising ideas and content rather than writing them down.Has a real interest in creating stories, and an interest in using ICT to compose

Prompt SheetsStage 1

Please highlight areas of difficulty

34

Appendix 4

Inclusive Practice - Dyslexia

CHILD’S NAME: DoB: STAGE:SCHOOL: DATE: TEACHER:

Working MemoryProblems remembering multiple instructions

Information processingUndue length of time needed to complete workAuditory / Phonological processingPoor naming speedPoor word finding and verbal fluencyVisual processingPoor quality, accuracy and speed of copyingUses finger when readingJumps lines, omits small words when readingExcessive blinking/signs of eye strain

Poor visual discrimination

Problems with calculationsPoor grasp of number facts, sequencing, mental maths at speed

Motor difficultiesGenerally disorganised/ untidy/clumsySlow to learn to dress, tie laces, etc.Poor handwriting and shape copyingPoor balance and hand/eye coordinationPoor pencil grip and controlPoor sense of direction, confuses left/right, up/down, before/after

Specific speech, language and communication difficultiesDelayed language developmentSome history of SaLT involvement

ConcentrationDoes not seem to listen or follow instructionsPoor organisational skillsEasily distracted / forgetful

Educational / Social self-esteemEnjoyment of schoolEase with self and own identityQuality of peer relationshipsConfidence in taking risks in learningNB See SA and I Assessment Prompts Stage 1

Classroom Context / Learning and Teaching Style

Comments

35

Commercially Available Tests

A wide range of standardised tools and assessments is available. Each resource will provide information on some skills / abilities which must be interpreted in the context of wider knowledge of the young person (informed by data from a range of previous observations, assessments and interventions). When deciding to use a particular screening / assessment tool, you should take into account the particular context of the young person, and also that any test has limited reliability / validity. The publisher’s manual will provide information which should be consulted when deciding whether a particular test is suitable for a specific pupil.

Phonological Awareness Phonological Assessment Battery (PhAB) (1997) Age 6.0 – 14.11 Word Recognition and Phonic Skills (WRaPS) (2003) Age 4.6 – 9.0 Sound Linkage (1994) Age Primary Phonological Abilities Test (PAT) Age approx. 5 - 7 Children’s Test of Non-word Repetition (1996) Verbal task – wide applicability Non-word Reading Test (1996) Age 6 - 16 DiaPhon Diagnostic Phonics/Spelling Support Packs (2005) Age 8 - 15

Language Comprehension British Picture Vocabulary Scale (BPVS) (1998) Age 3.0 – 15.8

Reading Salford Sentence Reading Test (2002) Reading Age 5.0 – 10.6 suitable for

older readers with difficulties Neale Analysis of Reading Ability (1998) Reading Age 6 - 12, suitable for older

readers with difficulties New Macmillan Reading Analysis (1985) Reading Age 7 – 9, suitable for older

readers with difficulties Diagnostic Reading Analysis (2004) Age 7 – 16 NFER-Nelson Group Reading Test (2000) Age 6.0 – 15.3

Spelling Single Word Spelling Test (SWST) (2001) Age 5 - 14 Parallel Spelling Tests (1983) Age 6 - 15 British Spelling Test Series (1998) Age 5 - adult

Screening Dyslexia Early Screening Test (DEST) (1996) Age 4.5 – 6.5 Dyslexia Screening Test (DST) (1996) Age 6.5 – 16.5 Listening and Literacy Index (2001) Age 5.6 - 9 British Picture Vocabulary Scale (BPVS) (1998) Lucid Cognitive Profiling System (CoPS) (1996) Ages 4-8 LASS Junior and Secondary (1999/2000) Age 8 – 11 and 11 - 15 Special Needs Assessment Profile (SNAP) Questionnaire – wide applicability Dyslexia Portfolio (Granada Learning) Age 5-16+

Appendix 5

Appendix 6100 High Frequency WordsNational Literacy Strategy

DfES

a the and that hewas with I is itin my of then to

went am you are histhey be this have fromone at had as byfor but not we all

go what when were canon said there an shedo see their will todayup other about out themso some her make like

him into time has look

two could call now downdid get come made overnew take little live meback very after our tooold came three put big

because here us off awaylast saw next got once

Appendix 7Non-word Recognition Test

sad

fun dog

kev

rak wix bet lip jub hom

chum

pell

math

wock

ling

fish thin

nass

deck

shub

stip

gond

twig

melt

tamp

plug

skip

dast

milk

brud

blank

clund

smilch

craft trust french

slinch

bunch

trolt crent

say keet

house

plue

toe dewt

snow

bood

boy

graw

join

dard

lursh

beak

tail cry gie werch

third corb

here

prize

soat

learn

prute

mate

fode

brigh

vair

caught

Appendix 8Miscue Analysis

Select a slightly challenging passage for the pupil to read and have a copy in front of you on which to record any errors. Note what the reader actually says above the printed word. If errors are spontaneously corrected then do not count them, although making a note of these gives a fuller picture. The New Macmillan Reading Analysis (NMRA) can be used as a miscue analysis and as a norm-referenced assessment.

Categorising Errors: what the child reads

Substitutions and Insertions Plausible meaning: e.g. house for home Invented: e.g. palss for palace Implausible meaning: words with some structural resemblance to

the stimulus word which do not make sense in the context of the passage; e.g. started for stared.

Random: Words that bear no resemblance, either in sound or structure, to English.

OmissionsA word in the text is omitted unintentionally. There is likely to be no hesitation or change in pace before the word, and the words omitted are likely to be the smaller, more familiar ones.If only a part of a word is omitted, the part that is read is recorded as a Substitution.

ReversalsTwo or more words are read in the wrong order, e.g. The old palace stands read as The old stands palace. Note this as a single error. Reversing letters within words is a form of substitution and should be recorded as such.RefusalThe reader knowingly does not attempt to read a word. There is likely to be a pause before the following word. Sometimes the reader will say s/he doesn’t know or ask for help. Each word refused is considered to be a separate error, even where this involves several consecutive words.Gross mispronunciatione.g. The children (kidern) ate the strawberries

Categorising Errors: how the child reads

Hesitation Self-correction Repetition

Analysis of the Miscues

Is there a pattern to the miscues? If so, what does this reveal about the pupil’s ability in:

using language/context cues? using high frequency sight vocabulary? using phonic cues?

Does the pupil use largely phonological or visual cues to identify unfamiliar words?

Phonological: substitution of sounds weak sound blending knows letter name but not sound mispronounces words wild guesses difficulty sounding out words substitutes common words, e.g. a for the uses synonyms.

Visual loses place skips lines adds words makes substitutions for words that look the same confuses letter order within words makes guesses with words that start the same.

Levels of performance

Independent: performance almost perfect. Makes very few miscues, has full comprehension. Reading aloud is relaxed and natural, needing go help.

Instructional: mistakes made but not so many that the passage is not understood. Provided with suitable support can reach Independent level on the material. Makes an average of one miscue in 20 running words. Gives satisfactory answers to 75% of questions about the passage.

Frustration: considerable difficulties. Makes one miscue or more in every 10 words. Comprehension is 50% or less. May show obvious signs of anxiety. Reading aloud is slow and hesitant.

Miscue Analysis Record Sheet

Name: DoB: Date: Passage:

Level: Independent Instructional Frustration

Miscue Error Correct wordSubstitution

Refusal

Omission

Insertion

Reversal

Mispronunciation

Hesitation

Self correction

Repetition

Appendix 9Diagnostic Spelling Analysis

Using the Diagnostic Dictations

1. Make sure that the passage is at the appropriate level of difficulty.2. Read the passage slowly, a phrase at a time, making sure that the

children write something for each word.3. Re-read the passage slowly, allowing time for the children to self-

correct, if necessary.

The Diagnostic Grid

The grid shows to what extent child’s spelling is dependent on phonological knowledge or whether the child is acquiring spelling knowledge, using visual cues and understanding of what combinations of letters are plausible.

Write each mis-spelt word as the child has written it, placing it in one of the columns:

those that look like English and are plausible alternatives (i.e. containing letter strings);

those that are invented phonologically but are not visually acceptable;

random errors.

If in doubt, place in a right hand column. The more the miscues cluster to the right the greater the child’s need of intervention. The pattern of mis-spellings is important, not the isolated word which appears in a particular category.

Diagnostic Spelling Grid

Name: DoB: Stage: Date:School:

PLAUSIBLE INVENTED RANDOMReadableWords conforming to English spelling which are readable in the context of the passage

Unreadable Words with some structural resemblance to the stimulus words, which may not be readable in context.

Words invented from the sound of the word, with little or no reference to letter sequences in English

Words that bear no resemblance, either in sound or structure, to English

Dictations (Peters,M)

1.My mum went in to the shop and left me with our dog. I took it along the street. I let it go and it ran after a man and got on a bus with him. He sent it off so it ran back. I was glad mum did not see.

2. One day, as I was walking down Bridge Street, I heard the sound of trotting. I turned and saw behind me the shaggy dark hair of a frightened little horse. I knew where he belonged. I looked in my lunch box for an apple and gave it to him. I searched for a piece of rope to tie round his neck. Then I led him back. I opened the gate of his own field and he galloped in. I laughed with pleasure for I had been very worried until he was safe, far away from the noisy and dangerous traffic.

3. One night my friend woke me, saying, ‘Would you enjoy a trial run in my new helicopter?’ I had scarcely scrambled into my tracksuit before we were away.The lights of the city glowed beneath, and the stars shone above. I was beginning to wonder about our destination. Then I caught sight of the spinning knife edge and the surface of a flying saucer whistling round.We dodged skilfully in order to avoid an accident. To our relief, the spacecraft regained height and we sank back to earth.I woke in my comfortable bed which I had never actually left.

4. A strange shape was approaching him from the southern valley. The children standing there noticed an aeroplane of advanced design circling above. The machine touched down with precision in the rough mountainous region without even scratching it s surface.The children surrounded the pilot who explained that his flight deck computer was damaged and he was anxious about increasing altitude in these freezing conditions. From the alpine school he phoned his base, requesting spare components to be delivered immediately.The children watched the electronic repair work with excitement when they heard they were to go for a flight before the pilot’s departure.

Appendix 10

POSSIBLE SIGNS OF LOW SELF-ESTEEM (From Jenny Mosley)

Behaviour showing lack of self-controlAlways

Sometimes

Never

Frequently arrives late to lessons/schoolOften does not have the appropriate equipmentIs unable to concentrate on given taskIs restless and fidgetyFinds frequent excuses to leave chairFrequently requests help or instructionRepeatedly calls out loudlyOften forgets the purpose of the task in handDistracts others from their workTells talesPlays the clown

Hostile behaviourAlways

Sometimes

Never

Shows aggressive body languagePurposely ignores teachers’ directionsDeliberately vandalises school propertyBullies other childrenWill remove his/her presence whenever possibleShows contempt and lack of consideration of others feelingsOften controls a sub-group of peersDeliberately seeks to disrupt lessons

Withdrawn behaviourAlways

Sometimes

Never

Sits aloneOften avoids eye contactNever volunteers informationDoesn’t ask for help or clarification of instructionsRarely smilesOften bullied by othersIs isolated in the playgroundOften physically awkward or stooped body postureSometimes absent from lessonsOften puts self down

Appendix 11Observational Assessment

The observation of a child provides much information which is helpful when assessing learning difficulties. This framework will help structure these observations which can be carried out by anyone: class or learning support teacher, special needs auxiliary, etc. It may be possible for the class teacher to observe whilst someone else teaches the class. Observe at different times and spread the load over a few days.

InteractionPupil – teacher interactionDoes pupil switch off?Does pupil interact with peers?Nature of that interaction

Learning Style

Reliance on concrete aidsMemory strategiesListening / auditory skillsOral skillsVisual approaches

Motor Factors

Writing skillsColouringTracingCopying

Organisational Factors

Sequence of activitiesDeskJotter / books in orderTeacher input

Attention / Concentration

Focus on taskMajor sources of broken attentionConcentration span in different tasksEmotional Factors

Signs of tension

Self-image Motivation and interestSelf-expectation

Bibliography

Websites

British Dyslexia Association: http://www.bdadyslexia.org.uk/

Dyslexia Scotland: http://www.dyslexia-scotland.co.uk/

I am Dyslexic – site created by and for dyslexic teenagers: http://www.iamdyslexic.com/

Dyslexia Institute: http://www.dyslexia-inst.org.uk/

Dyslexia and ICT: http://schools.becta.org.uk/downloads/guidance_doc/dyslexia_ict.doc

Assessing Dyslexia Toolkit for Teachers:http://www.frameworkforinclusion.org/AssessingDyslexia

Books

Birkett, R (1993) So, you think you’ve got problems – a book for children with Dyslexia Egon Pub. Ltd

Craig, F (2004) Conquer Dyslexia One-to-One Pub.

Griffiths,M (2002) Study Skills and Dyslexia in the secondary school: A Practical Approach David Fulton Pub.

Henderson, A (1998) Maths for the dyslexic: A Practical Guide David Fulton Pub.

Mortimore,T (2003)Dyslexia and Learning Styles Whurr Pub.

Peer,L + Reid, G Dyslexia – Successful Inclusion in the Secondary School (eds) (2001) David Fulton Pub.

Reid, G (1998) Dyslexia: A Practitioner’s Handbook Wiley

NB Clark, K (ed) (2002) Count Me In SEED contains much useful training material and a summary sheet which schools may find helpful.