Managing Dyslexia...5 Managing Dyslexia 1: Introduction This guide has been written specially for...

Managing DyslexiaA Guide for OCA Students

2 Managing Dyslexia

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3 Managing Dyslexia

Contents

1. Introduction2. About dyslexia2.1 What is dyslexia?

2.2 What are the effects of dyslexia?

2.3 Disabled Students’ Allowance

3. Studying with the OCA3.1 Learning at the OCA

3.2 Challenges you might face

3.3 What you can do

3.4 Develop your computer skills

3.5 Learning styles and preferences

3.6 How the OCA can help

3.7 How your tutor can help

4. Organisation and time management4.1 Challenges you might face

4.2 What you can do

4.3 Practical tips

5. Reading5.1 Challenges you might face

5.2 What you can do

4 Managing Dyslexia

6. Taking notes6.1 Challenges you might face

6.2 What you can do

7. Assignments, including spelling and punctuation7.1 Challenges you might face

7.2 Approaching assignments

7.3 Essay plans

7.4 Spelling and punctuation

7.5 Proofreading

8. Other help and support

5 Managing Dyslexia

1: Introduction

This guide has been written specially for Open College of

the Arts (OCA) students who may - or may not - have a

formal diagnosis of dyslexia, or have difficulties with reading

or the written aspects of studying. It describes some of the

challenges of studying with dyslexia and aims to help you to

develop effective skills for studying with the OCA.

The guide also describes the support available from the

OCA. We will do what we can to smooth the path with

any difficulties you may face. But do be aware that the

responsibility for identifying the adjustments that will be

needed is a shared one: it is important that you work with us

from the outset.

A key point to be aware of is that you are not alone. In fact,

many students with dyslexia choose to study the creative arts

with us and other providers. The percentage of students with

dyslexia studying art and design is approximately three times

higher than those studying other disciplines.

6 Managing Dyslexia

2: About dyslexia

2.1 What is dyslexia?

Dyslexia is a specific learning difference that primarily affects

the skills involved in accurate and fluent word reading and

spelling. Dyslexia can impact on the way individuals learn and

is experienced individuals in different ways.

Characteristic features of dyslexia are difficulties in

phonological awareness, verbal memory and verbal

processing speed. Dyslexia occurs across the range of

intellectual abilities and is not related to IQ.

Co-occurring difficulties may be seen in aspects of language,

motor co-ordination, mental calculation, concentration and

personal organisation, but these are not, by themselves,

markers of dyslexia.

Various theories on the causes of dyslexia exist. However,

in general there is agreement that the dyslexic brain

processes some information in a different way from other

brains, affecting language, short-term memory and retrieval

of information. The difference gives clear advantages in

some cognitive and creative areas, though it can also create

difficulties. The difficulties arise because dyslexic people

operate in a world in which communication has developed to

suit the non-dyslexic majority.

7 Managing Dyslexia

2.2 What are the effects of dyslexia?

Each individual experiences the impact of dyslexia differently.

Some people will have had a positive experience and learned

to recognise their strengths and weaknesses; some will have

had a more negative experience. Some people will have

had the opportunity to develop coping strategies - but others

won’t.

The main areas where the impact can be felt are in:

• reading - which is likely to be slow;

• concentration - which tends to fluctuate;

• spelling and grammar - which can be unconventional;

• physical coordination and handwriting - which can be

inconsistent and untidy;

• retaining information - which can be better some days

than others;

• organisation and planning - which can make the

management of learning materials more demanding than

expected;

• working within time limits - which can be stressful when

working to meet an assignment deadline;

• thinking and working in sequences - which can make

effective planning difficult;

• visual difficulties - such as blurring and distortion of print;

• visual processing difficulties - which can make reading

uncomfortable;

8 Managing Dyslexia

• auditory processing difficulties - which can make

listening to oral instructions tiring and confusing.

The list above may have prompted you to start thinking about

your own skills sets; indeed, you may have recognised some

of the dyslexia markers as described. They may well bring

back memories of your previous experiences in education - at

school or college, and the difficulties you faced there.

Some people with dyslexia choose not to be formally

assessed and prefer to take their own approach and explore

learning in their own way.

2.3 Disabled Students’ Allowance

The Disabled Students’ Allowance (DSA) is a government-

funded grant awarded to people with disabilities that impact

on their learning.

OCA students in England, Wales, Northern Ireland and

Scotland, who already have a full post-16 ‘diagnostic

assessment’ from a psychologist or suitably qualified

specialist teacher clearly identifying dyslexia, may be

eligible for a DSA. If you do not have a dyslexia diagnostic

assessment report you will be required to obtain one prior to

submitting your DSA application.

9 Managing Dyslexia

A full assessment can only be carried out by an educational

psychologist or a suitably qualified professional, such as a

teacher who has the Diploma in Specific Learning Difficulties.

During the assessment you have an opportunity to discuss

your learning history and do a range of tests selected to build

up a picture of your learning strengths and weaknesses. The

whole process can take up to three hours. A report is then

prepared for you that outlines the results of the tests and

explains your learning profile.

This report is essential if you wish to apply for a DSA and to

support your request for reasonable adjustments from OCA

for the duration of your course. DSA can be used to pay for

equipment and facilities related to your dyslexia and specific

needs, but not for the cost of identifying it.

To find your local assessment centre please go to:

www.nnac.org/students/findcentre.php#s

If you have already informed OCA of your dyslexia we will

already have dispatched the DSA application form and

accompanying notes to you. However, if you have not

received a DSA pack and wish to apply for one, please

contact the OCA office and we will arrange to send the pack

out to you.

10 Managing Dyslexia

3: Studying with the OCA

3.1 Learning at the OCA

As there no exams with OCA courses - and study is

conducted at a flexible pace - there are many ways in which

studying with the OCA is ideal for students with dyslexia.

However, it is important to be aware that OCA undergraduate

level courses are paper based. Students are sent course

materials which are printed and arrive through the post. We

stress ‘undergraduate’ here as post-graduate courses are

delivered online.

All courses may use other media, such as audio or video

recordings. Students may also be required to use particular

software on their computer and/or make use of online

resources such as course forums where students discuss

their study and work with others. Because the different

materials are combined with support from a tutor and the

student services the OCA approach is called ‘supported open

learning’.

During your course you learn through reading course

material, working on practical course activities, researching

and writing assignments, keeping learning/listening logs and

sketch/note books and perhaps through peer support. The


practical assignments you complete throughout the course

help to keep you on schedule, and by submitting them to your

tutor you receive regular feedback on your progress.


You will need to be organised to make sure that you are

working on the right course material and that you send in your

assignments on time. You’ll have quite a lot of reading to do,

and will need to make notes so that you can learn from the

course material. You will also have assignments to plan and

prepare.

There are lots of different contexts for your learning, and

some will be more difficult for you than others. Table 1

shows different situations and possible challenges you may

experience.


Table 1. Learning Contexts and Challenges

Context Challenges

Face to face tutorial Writing notes, framing ideas and

questions

Online forum Writing responses to messages,

framing responses to online

discussions

Practical work Documenting your learning journey

- learning log/blog

Study days Writing notes, framing questions,

Written assignments Preparing written work

End of Course assessment

Presenting coursework


3.3 What you can do

The best advice up front is to make sure you are familiar with

your course, what it entails and to always to plan ahead:

• What is required to pass the course?

• When are the assignment submission dates?

• What are the learning outcomes?

• How much time do I need to allocate to study?

Your calendar, study guide and course book and your

tutor will all be particularly important tools in answering the

questions above.

Planning your study time

• Plan ahead by creating a schedule that includes all your

commitments relating work, and personal or social life for

the next few months.

• The recommended study time is around 100 hours study

for each 10 credits of a course. So work out how much

study time you need to put aside and review this regularly

as you go through your studies

• Schedule in time for each exercise on your calendar

– either a paper one or electronic such as your mobile

phone. Don’t forget to add extra time for critical analysis


of what you have achieved in your learning log/blog.

Your tutor will give you a deadline for your assignment

submission. Again ensure you have plenty of time to

complete your assignment without rushing.

• Do the most difficult work when your concentration is

strongest.

• Take regular breaks, perhaps every hour.

• Be flexible – reflect on whether your study pattern is

successful. For example, if you are getting less done in the

evenings than you hoped, try something different, perhaps

by studying in the early morning.

• Keep to your schedule and you will be on track.


3.4 Develop your computer skills

You may find that using a word processor helps you to

produce your printed work, because it can minimise some

of the problems associated with spelling and handwriting. It

can also make structuring and planning assignments more

manageable.

If you plan to take an open learning course you should have

some basic skills first, so that the technology doesn’t interfere

with your subject learning.

For example, you should be able to:

• manage files;

• navigate the internet;

• use email and attachments.

Please note MA students are required to take and pass

a more comprehensive IT competency test as part of the

application process.

Even if you are studying a course that is based primarily on

printed materials, you should nevertheless expect to work on

a computer.


For example, you may be required to:

• keep an online learning blog;

• send and receive emails from your tutor other students or

OCA;

• word process your written assignments;

• use online resources from the OCA.

3.5 Learning styles and preferences

No one person learns in exactly the same way as another.

Rather, individuals fall into over-lapping groups of learning

styles. It is very useful to identify and be aware of your own

learning style, particularly if you are dyslexic. Understanding

how you learn best and knowing something about your

preferred learning style is to recognise an area of strength in

your learning stratagem.

We learn through our senses: by seeing, hearing, doing,

touching and smelling. The last three are usually grouped

together as ‘kinaesthetic’ or ‘tactile’ learning. A multi-sensory

learner will use the senses equally, or use them all across the

various kinds of learning. Most of us use one or two of the

senses more effectively than the others.


Because the dyslexic brain tends to have a more developed

right side, the side that deals with patterns and spatial

awareness, you may have a tendency to be a holistic rather

than a linear thinker:

• you may work better from an overall picture than from a

step-by-step (linear) process;

• you may be intuitive rather than deductive, perhaps

reaching conclusions without knowing how or why;

• you may remember things in patterns instead of

sequences;

• you may remember things by making connections that

aren’t apparent to other people;

• your spatial awareness – the ability to know how things

might look from any direction – may be particularly

developed.

Take some time to reflect on your learning strengths and

preferences. Use the information in the study guides that you

can download from the OCA student website

www.oca.ac.uk to assist you in your study strategies.


3.6 How the OCA can help

The OCA is dedicated to assisting students with dyslexia

to reach their potential as far as is practicable. Once your

diagnostic assessment report has been received the Senior

Academic Co-ordinator (Learner Support) will be able to

discuss a range of adjustments that could be put in place,

dependant on your particular needs. These might range from

more flexible assignment deadlines and course time frames

to extra tutor feedback sessions.

Turning to the course materials themselves, OCA can provide

you with customised course materials individually tailored

to your needs. These could be customised in any or all the

following ways:

• coloured backgrounds;

• font type;

• font size.

If you would like to discuss any of these options in greater

detail, please ring the Senior Academic Co-ordinator (Learner

Support) on 0800 7312116 and request the dyslexia format

sheet.


3.7 How your tutor can help

Your tutor may not be a specialist on dyslexia. However, all

of our tutors will have received a briefing document so they

will have a general awareness. If you can explain what some

of the difficulties might be in your initial introduction, you and

your tutor will then be able to work out some strategies that

will help you in your studies.

Make a short list of the things that you find hardest. Start by

putting a tick against any of the remarks on the list below that

you think might be issues for you, and discuss these with

your tutor.

• I read very slowly and I am worried I will get behind.

• I rarely know what to say to contribute to online forums.

• I find it difficult to make notes which make sense

afterwards.

• I find it hard to follow the discussion and to join in.

• My spelling prevents me from participating in online

forums.

• I am not really sure how to do lots of things on the

computer.

• I know what to say but I can’t write it down.

• Organisation is a nightmare – I don’t know how to file

everything.


• I often read something over and over and still don’t

understand it.

Although your tutor cannot help you with any written elements

of your course, it can also be helpful to spend time discussing

the feedback from your assignments. This can be done by

email or mutually agreed phone call/Skype call or other video

call process.


4: Organisation and time management


OCA students have to keep track of a lot of material. Some

of it is course material, either printed or online. Some

is administrative such as assignment submission forms

and assessment application forms. You will also receive

information to help you work through the course, such as a

study guides, and an assignment guides.

This means that organising your studies and managing your

time effectively will be of major importance.

If you normally find it difficult to manage your time then you

may find that this is more challenging with your OCA studies,

where the distance element means that you don’t have as

many opportunities for personal reminders through face-to-

face contact with your tutor or other students.

Juggling study time and other commitments such as work,

family and regular leisure activities can also be demanding.

You will need a lot of self-discipline in order to be successful.


4.2 What you can do

Good study habits make a big difference to your learning.

Good organisation can help reduce the amount you have to

remember. Students with dyslexia often find that it helps to be

even more organised than other students, but you may first

need to develop or refine the strategies required.

It is well worth spending some time thinking through the

skills you use now, in different areas of your life. You may be

surprised at how many strategies you have already.

Ask yourself your following questions:

• do I usually meet deadlines?

• do I keep most appointments?

• does it take me some time to get started?

• how do I organise tasks such as shopping, or at work?

Think about when you are organising something to a

deadline, such as a holiday, or dealing with everyday

paperwork at work or at home. You are already using some

planning and organisational strategies. List some of these

strategies and consider which of them could be useful for

your OCA study.


Perhaps you already break down your shopping list into

headings and sub-headings. This is an excellent strategy

for planning an extended piece of writing or a written

assignment. Maybe you record appointments, birthdays and

other events on a calendar, wall planner or on your mobile

phone. You can continue this practice to manage your

assignment deadlines.

4.3 Practical tips

Deal with printed materials as soon as they arrive

Check the contents list to see that everything is there then

look through to see what should be kept. If you have letters

or emails that need a reply, try to respond to them straight

away so that a backlog doesn’t build up and you don’t miss

deadlines.

File things in the correct place straight away

Your materials will come in all shapes and sizes, and there’ll

be a lot. One way to make them more manageable is by

colour coding. You could put a coloured label or small sticker

on everything to do with course materials, and a different

coloured label on everything to do with administration. Or

you could use different colours to split the course materials


into different topics. If folders, books, notes, file cards, audio

materials are all marked in this way, you can easily find the

materials you need for the task in hand.

Your information – everything you need to learn and

remember – is much more manageable if you pick out the

most important things and make them easy to find.

Set up your computer

Make sure your word processor is set up to suit your needs.

Here are some options.

• Place your screen where it is free of reflections, and adjust

its brightness and contrast.

• Adjust the colour of the text and the background.

• Select the font style and size.

• Use Zoom to make the ‘page’ on your screen whatever

size you find easiest to work with.

• Left-justify your text (as in this book). Many dyslexic

people find that this helps to overcome visual distortion.

• Use the keyboard or the mouse, whichever you prefer.

• Set up the Auto Correct facility to deal with errors you’re

particularly likely to make, and to complete words and

phrases you type in frequently.

• AutoText (in Microsoft Word) enables you to store text

(such as your address or student details), and even


images, for insertion into any document.

• Add more control buttons on the tool bar, to save hunting

through the menus.

• Create a template if you’re going to produce several

documents of a similar kind.

Organise your computer files

Making an electronic filing system before you start your

studies can really help. Think through what folders you may

need. It helps to use multiple folders to organise work, with

sub folders for different areas, and you can add more later if

you need them.

If you prefer verbal records to text, you may like to consider

using speech recognition software and/or a digital voice

recorder. These can be useful for assignment writing and

note taking if you have face-to-face feedback sessions or for

MA tutorials

Organise your time

Organising time for study is a challenge for every student, but

can be an even bigger one if you are dyslexic. Be realistic

about the length of time it may take to do things, particularly

if you are new to study or have had a break for any length


of time. In the first instance it may be a good idea to allow

twice the allotted time for each exercise or task to relieve the

pressure and to allow you to enjoy what you are doing.

Having a clear idea of when you are most likely to find time to

work does help. Keep a calendar or planner either on paper,

online or on your mobile phone. Make sure you know where

it is and it is easily accessible so that you keep the deadlines

in mind. You might keep a copy on a wall in your study area

or in the kitchen. Look at the deadline for your first project

or assignment and plan backwards from these, scheduling

targets for your practical exercises as well as your main

assignments.

Remember to:

• be aware of your own time management;

• be aware of how long each exercise will take to complete;

• allow time for unexpected events;

• schedule research time - library, museum/gallery, online;

• specify practical targets in your planning.


Organise a working space

You don’t have to be super-tidy to study effectively. You

could be surrounded by apparent chaos, so long as it doesn’t

interfere with what you want to achieve. Many people feel

more comfortable with organised chaos than with clinical

tidiness.

Choose and organise a working space to suit your

preferences. Here are a few ideas to think about or to adapt.

Your study area ideally should be a place where:

• you can leave things and they won’t be moved, particularly

useful if you are working on a still life;

• there is as little distraction as possible (a quiet room away

from the television, phone, etc.);

• the temperature is comfortable and the light is good (use

full spectrum light bulbs if necessary).

In reality you may have to manage with less than this, but

once you have established your study place, make a habit of

using it regularly.


5: Reading


Studying with the OCA will inevitably result in more reading –

whether on paper or on computer screen – than you usually

do. If you are not used to doing a lot of reading it can appear

quite daunting at first.

However, OCA reading material is selected with a view to

reducing the time spent searching for the relevant articles and

information.

5.2 What you can do

Many students with dyslexia can read reasonably well and

have developed their own coping strategies over time. For

others, however, reading continues to be a challenging and

time-consuming activity.

Prioritise

The first word of advice is to identify essential reading first

and start with material that isn’t too challenging. Accept that

it may not be necessary to read everything provided and

referenced.


Skim read

Another key skill is to learn to skim read to get the main

points. Look for key words and concepts so that you can

judge whether it is worth a more detailed read. The key

to successful skim reading is to take note of headings,

introductory sentences to paragraphs and summaries. If you

are at all unsure, ask your tutor for advice on essential and

non-essential reading.

Customise the reading material

Remember that you can ask OCA for paper based materials

to be printed out in a colour that makes it easier for you to

read, or on different coloured paper, or with a larger font, or a

different style of font.

If you are reading text on your computer try changing:

• the size of the font;

• the colour of the font;

• the font style;

• the colour of the background;

• line spacing.

If you are reading printed material you can also change the

look of the document to make it more comfortable to read.


Changing the contrast between print and print background

can make a huge difference.

Here are some ideas:

• try using coloured overlays, available from some high

street stationers;

• try printing out materials on different coloured paper;

• print copies of electronic materials so that you can add

your own notes;

Listening to the text can also be useful. Ask a friend or family

member if they can support you by reading sections of course

materials or your written assignments. The spoken text can

help you with:

• comprehension and concentration;

• pronunciation of new and unfamiliar words;

• skim-reading;

• proofreading your own work.


6: Note taking


Notes are a useful record of important points for future use.

Taking notes can aid your:

• concentrating. The process of thinking and writing can

help you to focus your attention and so to learn more

effectively;

• remembering. Writing something down can help you to

remember it. You can also refer back to it to check your

memory;

• understanding. Making rough notes or a diagram can

help you to ‘unpack’ complex parts of your reading

material;

• long term memory and recall.

However, whilst good note taking is a key to successful

studying, the process of taking notes requires us to do

several tasks at the same time, such as: listening or reading,

understanding, summarising and writing. These activities

place a lot of demand on the working memory, especially if

you have dyslexia.

In practice, you may be more confident in one area than in

others.


6.2 What you can do

Remember that the purpose of note taking is to enable you

to recall the key vocabulary and concepts. Be prepared to be

creative and have fun.

Tips include:

• make notes in chronological order;

• keep notes brief and in your own words unless quoting

directly;

• note down key words and ideas – avoid whole sentences;

• link points by using arrows, boxes or dotted lines;

• note the exact source of the information;

• if you prefer to keep notes on your computer save web

links to valuable information and make brief notes to

explain what each web link refers to;

• record notes on a dictaphone or mobile phone, or use

media capture to photograph or video text or images.

• use speech recognition software, such as Dragon Naturally Speaking. This will allow you to dictate you

notes or assignment work direct to your computers.

There are many ways to take notes during your studies.

OCA students are encouraged to write in the margins of

their course materials and use highlighters. You can also

word process your notes, record your voice using a mobile

phone or digital recorder or use mind maps and other visual

methods.


Take time to research and explore different approaches to

note taking such as linear note or mind maps. You may prefer

one approach over others or you may prefer to have a range

of styles that you can apply to different activities. You can

research the various methods of note taking online. See:

http://www2.napier.ac.uk/getready/managing_information/

note_making.html


7. Assignments, including spelling and punctuation


Assignment writing can be both challenging and exciting.

It involves several different processes such as research,

planning, reflection and organisation. It can be a very

enjoyable activity that provides an opportunity to develop your

thinking and demonstrate your learning.

Students with dyslexia often have very good knowledge and

understanding of the course material but can have difficulty

organising and structuring this into a piece of written work.

You may be able to express yourself well verbally but a

lack of confidence in spelling or grammar may interfere with

the flow of ideas when writing. Slow writing speed can be

frustrating as ideas flow far too quickly to be captured on

paper.


7.2 Approaching assignments

It’s good practice to start by gaining an overview of the

course requirements for assignments.

You can do this by:

• investigating how much writing is required in your course;

• checking the required type of assignment (most OCA

courses at Level 2 (HE5) and above require a formal

essay);

• making use of the OCA study guides Academic Essay

Writing and Harvard Referencing System;

• learning how to make detailed essay plans (see the next

section).

7.3 Essay plans

Writing a plan before starting an essay is a good idea. It can

help you to formulate ideas and to ensure that the structure of

your final essay is logical and appropriate to the essay title.

Essay plans can also be useful, even if they are kept very

brief, to remind you of important points that should be

covered in your essay, as well as highlighting the final

structure of your essay. This is particularly relevant to exam

situations where it is all too easy to forget details if you dive

straight into an essay without planning it first.


Try not to put too much detail into the plans: use keywords

and phrases, make notes of important references, concepts

and artists’ names that should be included in the final essay.

The plan is to serve as your reminder of what will go into the

final essay and in what order.

Here are a few simple steps that can help make an essay

plan easier to construct:

• Look at the assignment brief carefully.

• Are you being asked to discuss, synthesis, explain,

evaluate, review your subject?

• Ensure you understand exactly what is required of you.

See Table 2 on the following page for clue words and their

meaning.

• Once you have established what exactly is required of

you it can help you to formulate your essay title. If you

frame your essay title as a question, it should suggest a

structure for both your approach to the essay plan and the

subsequent final essay.

Your essay plan should have a logical order

• a beginning – the introduction;

• a middle – the main body of text;

• an end - a short clear conclusion that pulls together the

main points of the essay and refers back to the title of the

essay.


For more information on these sections see the text below Table 2.

Clue Word Meaning

Analyse To find the main ideas, how they are

related and why they are important.

Comment on To discuss, criticise, or explain its

meaning as completely as possible.

Compare To show both the differences and the

similarities.

Contrast To compare by showing the

differences.

Criticise To give your judgement or reasoned

opinion of something, showing its

good and bad points. However, it is

not necessary to attack.

Describe To write a detailed account or verbal

picture in a logical sequence or story

form.


Discuss To present arguments for and

against a point of view and reach a

conclusion. The arguments must be

supported with appropriate evidence.

Evaluate To give an opinion, supported by

some expert opinions, of the truth or

importance of a concept. Show the

advantages and disadvantages.

Illustrate To explain or make clear by concrete

examples, comparisons or analogies.

Interpret To give the meaning using examples

and personal comments to make

something clear.

Justify To give a statement of why you think

something is so. Give reasons for

your statement or conclusion.

Outline To give a general summary. It should

contain a series of main ideas

supported by secondary facts. Show

the organisation of the idea.

Review To give a survey or summary in

which you look at the important parts

and criticise if necessary.


Introduction

The introduction is your first point of contact with your

readers, so you want to make a good initial impression. To do

this, you need to give your readers an overview of what your

essay is going to argue and how it is going to develop. This

will act as a guide for them to follow as they read on through

the body of the essay.

It is often a good idea to write your introduction after you have

written the body and conclusion. By leaving it until last you

will know exactly how you have developed your arguments

and what conclusions you have drawn. You will then be in a

position to write an introduction that truly reflects what you

have written.

Main body

In the main body, each paragraph should focus on a different

aspect of the topic under discussion but should also always

be clearly identifiable as connected to the essay question.

Careful planning can help ensure that when you make your

essay plan, you are certain that each paragraph topic links

directly to the question.


As an exercise, you might like to use the paragraph planner

(see Table 3) to write three or four key points that you think

will support your argument. Try to write each point in one

sentence. These will become your topic sentences.

Under each point, write down one or two examples from

your research that support your point. These can be quotes

or paraphrased text from reliable authors, etc. Remember to

reference your examples when you write up your essay (see

Harvard Referencing System guide). Follow each example

with a brief explanation of how it adds to your argument

Finally, add a linking sentence to that leads the reader into

the next paragraph.

Conclusion

Your conclusion is the last paragraph of your essay and the

last thing your reader will read, so it needs to be memorable.

A conclusion:

• links back to the introduction;

• summarises your key points;

• restates your main idea;

• should never contain any new information.


Table 3: Essay paragraph planner

Paragraph 1

Topic sentence

Example

Explanation

Link

Paragraph 2

Topic sentence

Example

Explanation

Link

Paragraph 3

Topic sentence

Example

Explanation

Link


7.4 Spelling and punctuation

Spelling and punctuation can be one of the dyslexic student’s

biggest concerns.

All formal written work submitted to your tutor must be typed

which means you have the advantage of grammar and spell

checkers. Care must be taken to ensure that a corrected

spelling mistake does not change the meaning of the word or

sentence (‘ague’ for ‘argue’ for example). You could always

ask a family member or friend to proofread your draft and

check for mistakes.

Speech recognition software such as Dragon Naturally Speaking will allow you to dictate your notes or assignment

work direct you your computer. If considered necessary,

this assistive technology, and the training to use it, can be

supplied via DSA.


7.5 Proofreading

Here are some common errors to look out for when

proofreading your work:

• Putting the wrong word in the wrong place - especially

when using homophones. Homophones are words which

sound the same (or similar) but have different spellings

and meanings. Common homophone pairs to watch out for

include: ‘of’ and ‘off’; ‘to’ and ‘too’; ‘there’ and ‘their’; and

‘which’ and ‘witch’.

• Leaving letters out, for example in the middle of words.

Many words contain silent letters (e.g. subtle), or letters

that are not sounded out when you say them quickly (e.g.

extraordinary).

• Mistakes when adding an ending, or suffix, to a root word.

It’s easy to make mistakes especially when adding the –

ing suffix. Try to remember the rules for adding the -ing

suffix to root words that end in ‘e’ or a short vowel followed

by a consonant. For example make + -ing = making

(drop the final ‘e’); shut + ing = shutting (double the final

consonant).

• Using a small i as a pronoun. A pronoun is a word that

stands in place of a name such as Susan or John.

Remember that whenever I is a word on its own, you

should use a capital letter (e.g. Max and I went to the

cinema last night).


• Missing words out. Most people sometimes think faster

than they write, so it’s easy to leave out small words such

as a, the, and, it, and in. Careful proofreading can help you

spot this type of mistake.

Tips for effective proofreading

• Try listening to the sound of your voice ‘inside your head’

as you read, or better still, read the text aloud. This will

help you spot if any words have been left out. However,

you must take care to read what is written rather than what

you think is written.

• Make sure not only that the words are spelled correctly but

also that the meaning of the sentence as a whole is clear.

• Try writing problem words out several different ways to

see which version looks right. This will help to improve

your visual memory, so that you feel more confident in

correcting your spelling.

• Make sure that facts (such as phone numbers, dates of

birth or email addresses) are clearly written and correct.

Double check these if necessary.

• Focus on words that you know give you problems. These

will vary from person to person, but they could be words

with a particular ending (such as -ing) or a soft ‘c’ as in

‘cinema’ or ‘centre’. It’s often helpful to create a record

(e.g. on a computer or in a small notebook) of your

common errors and the correct form, to refer to when

proofreading.


• Don’t rely on a computer spell checker to find every

mistake. It won’t pick up errors such as using ‘wear’

instead of ‘where’.

• Make sure you leave enough time to proofread your writing

carefully, especially if you are in a hurry!

If you are unsure of grammar, spelling and punctuation, the

BBC has a useful website:

www.bbc.co.uk/skillswise/english that explains most aspects

of written work. There are also useful practice exercises

you can do. Alternatively, there are plenty of comprehensive

guides available, for example the Oxford Guide to Effective

Writing and Speaking (second edition, OUP 2001).


8: Other help and support

For further advice on studying with dyslexia please contact

the Senior Academic Co-ordinator (Learner Support) at OCA

on 0800 7312116. They will be happy to discuss your specific

needs and how to access any additional support. This might

include:

• course choice advice;

• financial assistance (e.g. DSA and the OCA’s Learner

Support Fund);

• reasonable adjustments based on your specific learning

difficulties.

You may also find the following organisations, publications

and online resources, helpful.


Organisations

• British Dyslexia Association:

www.bdadyslexia.org.uk/

• Disabled Students Allowance:

www.direct.gov.uk/en/DisabledPeople/

EducationAndTraining/HigherEducation/DG_10034898

• The Study Aids and Study Strategies Assessment Centre

Guide:

www.nnac.org/students/findcentre.php#s

Publications

• British Psychological Society, Division of Educational and

Child Psychology (BPS) (1999) Dyslexia, Literacy and

Psychological Assessment. Working Party Report, BPS,

Leicester;

• Oxford Guide to Effective Writing and Peaking (second

edition, OUP 2001);


• Bridging the Gap: A Guide to Disabled Students Allowance

in Higher Education:

http://webarchive.nationalarchives.gov.

uk/20121015000000/http://www.direct.gov.uk/prod_

consum_dg/groups/dg_digitalassets/@dg/@en/@educ/

documents/digitalasset/dg_200484.pdf

Online resources

• BBC Skillswise

www.bbc.co.uk/skillswise/english

• Note Taking:

www2.napier.ac.uk/getready/managing_information/note_

making.html

• OCA Learner Support Scheme:

www.oca.ac.uk/studying-with-the-oca/learner-support-fund/

• Study Skills for Students With Dyslexia:

http://dyslexstudyskills.group.shef.ac.uk/

• Writing tutorials (useful section on Writing for Art &

Design):

www.monash.edu.au/lls/llonline/writing/index.xml

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