Dyslexia

What is Dyslexia?

‘Dyslexia is best described as a continuum of difficulties in learning to read, spell or write which persist despite appropriate learning opportunities. These difficulties are not typical of performance in most other cognitive and academic areas.’

There may be associated difficulties in such areas as:

Phonological processing Short term memorySequencingNumber skillsMotor functionOrganisational ability

What is Dyslexia?

(Developing a Dyslexia - Friendly Learning Environment DENI 2005)

General Indicators • Appears bright but unable to get thoughts on paper• Reading achievement is below expectation• Memory difficulties

• Poor planning and organisational skills• Apparent lack of concentration• Tires easily• Performance varies from day to day• A history of dyslexia in the family

Research shows that Dyslexia is neurologically based.

Indicators of Dyslexia 3-5 Years

Difficulties with:

• Talking and listening• Early literacy skills• Memory• Motor control• Behaviour

Indicators of Dyslexia 5-11 years

Difficulties with:Difficulties with:

• Talking and listening• Reading• Spelling• Writing• Memory• Behaviour

Indicators of Dyslexia Post Primary

Difficulties with:Difficulties with: • Speaking and listening • Reading• Spelling • Writing • Memory• Organisation and integrating thoughts• Motor coordination• Behaviour

Memory

Sensory Memory

Working Short Term Memory

Lostdiscarded

Long Term Memory

Retrieval

To remember something you must -

• Understand it• Get it into memory• Think about it often• Use it often

Memory

Children with dyslexia learn best when teachers -

• Explain things carefully and show how it is done

• Give time to listen, think, answer and write• Notice if they are having difficulty and offer

help• Write clearly on the board and provide printed

handouts etc.• Smile when they ask a question• Try not to shout or use sarcasm• Do not discuss their work in front of the class

Ethos and Culture School Policy

Staff Training

clear guidelines and eff ective use of multi-sensory teaching strategies

appropriate assessment using eff ective monitoring and reviewing policies

a commitment to putting policies into practice f rom all staff

adequate resources and material matched to pupils needs

appropriate use of I CT use dyslexia f riendly f onts, colour

and spacing on all documentation

recognition of the learning diff erence

commitment to awareness raising and training

nurturing success developing the competence and

capabilities of all learners promoting positive self belief eff ective measures in place to deal

with harassment or bullying related to SEN

a stress f ree environment

Partnerships

eff ective communication and liaison with parents

‘jargon f ree’ and collaborative communication with pupils

on going collaboration with outside agencies

allocation of time f or communication among staff

transition programme implemented

Dyslexia Friendly Schools

I dentifi cation, Assessment and Monitoring

dyslexia awareness training awareness of learning styles and

preferences. sharing good practice a commitment to training specialist

staff to support colleagues ‘inclusion’ in school improvement

plan ‘catch-up’ f or new staff

appropriate screening and assessment procedures

I EP target setting appropriate monitoring and evaluation adequate allocation of f unding f or

assessment resources access arrangements f or exams (if

applicable) agreed marking policy across all groups

Teaching Styles Self Esteem

Spelling

adopt realistic and attainable targets with pupils

positive classroom environment remember that laughter promotes learning

praise the partially correct teach organisational skills OK to ask questions, praise f or

asking build on pupil’s strengths and

interests time to listen, think and answer

shared learning objective structured, cumulative and

multi-sensory tuition short, quiet and specifi c

instructions, use pupil’s name practice and over learning are

vital f or success be prepared to explain things

many times and in a variety of ways.

modif y homework f ormat and expectations

Reading

select material to match current ability and interest level (80% readability)

modelled, shared and guided reading strategies

allow the right to pass during reading sessions

provide opportunities to reread f or comprehension

teach skimming and scanning skills use paired and peer reading

methods use of overlays/ reading rulers

Dyslexia Friendly Primary Classrooms

Writing

use a cumulative, structured and multi-sensory spelling programme

teach ‘See it right’ spelling strategy (f or use on the try page)

accept logical spelling (do not overcorrect)

highlight the tricky bits use mnemonics f or phonically

irregular words use games and I CT to develop

spelling skills and knowledge avoid ‘spelling tests’- no f ailure only

f eedback

introduce cursive writing at an early stage

minimise copying and avoid lengthy dictation, encourage proof reading

look f or quality rather than quantity

modelled, shared and guided writing use word walls and provide a ‘try

page’ f or all written activities provide pencil grips and a variety of

writing tools use bullet pointing or scaff olding

e.g. mind maps and writing f rames

Teaching Styles Self Esteem

Study Skills

OK to ask questions, praise f or asking, off er to help, show empathy

adopt realistic and attainable targets with pupils

build confi dence by development of strengths and interests

reward eff ort as well as success routine and clear instructions, using

positive oral and body language time to listen, think and answer develop eff ective organisational

skills

eff ective use of I CT and visual aids shared learning objectives provide f or a range of responses,

oral, written and practical diff erentiation learning styles and preferences skills teaching encourage by-pass strategies give clear instructions, use pupil’s

name modif y homework f ormat and

expectations

Reading

extra time to complete reading tasks

the right to pass check readability of texts (80%) abridged versions, DVDs rehearsal of subject specifi c

vocabulary reading buddies/ peer tutoring provide photocopies for

highlighting use dyslexia f riendly f onts, boxes,

coloured details on pastel paper

Dyslexia Friendly Post- Primary Classrooms

Writing

subject specifi c revision skills exam techniques provide questions with model

answers use memory aids and techniques avoid unnecessary rote learning encourage rehearsing, chunking and

give explicit instructions extracting inf ormation f rom text

and bullet pointing revision strategies to suit learning

styles

allow extra time / scribed work encourage the use of mind mapping minimise copying and avoid lengthy

dictation, provide handouts look f or quality rather than

quantity provide word walls and encourage

logical spelling (don’t over correct) highlight/ underline and explain

diffi cult spellings structuring and sequencing essays teach how to proof read, edit and

redraf t

Support Available

• School based practice• DE Materials : DVD/CD Rom and booklet• Educational Psychology• Peripatetic Support Service (PSS)

PSS Literacy Centre, Fortwilliam PSS Dyslexia Training Programme

Email: valerie.haugh@belb.co.uk

Useful ResourcesDeveloping a Dyslexia Friendly learning Environment: DE HandbookRemoving Dyslexia as a Barrier to Achievement: N Mackay: SEN Marketing (primary)

Dyslexia: Successful inclusion in the Secondary School: G Reid: David Fulton Publishers

Northern Ireland Task Group Report on Dyslexia (2002)http://www.deni.gov.uk/parents/special_ed_needs/dyslexia/dyslxa.pdf

Web sites:www.bdadyslexia.org.uk www.dyslexiaaction.org.ukwww.patoss-dyslexia.org