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Please scroll and click on the links below to go directly to the required document. Title page Acknowledgements Publishing Details Introduction Title Page – Literacy Literacy Contents Pages Literacy – Assessment of Basic Skills – Section Introduction

• Literacy Skills – Pupil Assessment Record • Early Phonics Checklist • Phonological Skills – Informal Assessment – Syllabic Level • Phonological Skills – Informal Assessment – Intra-Syllabic Level • Phonological Skills – Informal Assessment – Phonemic Level

Word Learning – Section Introduction

• The Skill-Building Hierarchy • Multisensory Learning • Look-Say-Cover-Write-Check • Look-Say-Cover-Write-Check – Adaptation for Auditory Learners • Look-Say-Cover-Write-Check – Adaptation for Kinaesthetic Learners • Look-Say-Cover-Write-Check – Adaptation for Pupils with Severe Difficulties • Spelling Practice Sheet 1 • Spelling Practice Sheet 2 • Visual Spelling • Stop-Go Word Game • Stop-Go Word Game Board • Make A Book • Speedread • Speedread Grid Sheet • Speedspell • Speedread and Speedspell Record Sheet • Generalisation of Skills • Personal Word Banks

Phonics – Section Introduction

• Alphabet Skills • Alphabet Tracking and Sequencing • Alphabet Tracking 1 • Alphabet Tracking 2 • Alphabet Sequencing 1 • Alphabet Sequencing 2 • The Rainbow Alphabet • Voiced and Unvoiced Consonants • The Spelling Arc • Phonics • Phonics – Reading Cards • Phonics – Spelling Cards • Spelling Choices

• Spelling Choices Sheet • Spelling Variations Card • Phonological Skills and Phonics • Phonological Skills and Phonics – Make-A-Word • Phonological Skills and Phonics – Sound Swap • Phonological Skills and Phonics – Scrubble • Building Word Attack Skills • Building Word Attack Skills – Syllabification • Syllables in Reading and Spelling • Syllables – Word Lists • Using Word-attack Strategies – Reading • Using Word-attack Strategies – Spelling

Spelling Strategies – Section Introduction

• Learning How To Learn – Some Spelling Strategies • Using the ACE Spelling Dictionary • Have-a- Go Card • Word Checker Card • Checking Your Spellings – Pupil Sheet • 1 2 3 Check • Spelling Notebook

Letter Formation and Handwriting – Section Introduction

• Handwriting Skills • Visuo-motor Skills and Handwriting • Reversals – Correction Techniques

Reading And Comprehension – Section Introduction

• Paired Reading • Sentence Checker Card • Reading Comprehension – Reciprocal Teaching • Reading Comprehension – Reading for Meaning • Accessing Text for Information • ‘Five Step’ Plan

Writing In Class – Section Introduction

• Writing Web • Writing Web Instructions • Story Writing – Pupil Guide • Writing – Useful Words Chart • Fun with Spelling and Writing – Guidance for Parents

Title Page – Mathematics Mathematics – Contents Page Dyslexia and Mathematical Difficulties – Section Introduction

• Mathematics – Potential Problems for Dyslexic Learners Mathematics – Assessment – Section Introduction

• Number Bonds – Assessment • Number Bonds – Informal Assessment Tasks

• Numeral Cards 0 – 10 • Array Cards 0 – 10 • Mathematical Learning Styles

Number Skills – Section Introduction

• Concept-building Hierarchy • Number Bonds – Stages of Learning • Number Bonds Programme – Example • Numberspeed • Numberspeed Record Sheet – number bonds • Numberspeed Record Sheet – times tables • Using Array Cards • Number Flip • Number Bonds – Memory Strategies • Personal Number Line • Number Line Activities • Learning Times Tables • The Tables Box • Place Value – Structured Steps

Supporting Specific Difficulties – Section Introduction

• Supporting Problems with Directional Confusion • Supporting Memory Difficulties • Supporting Sequencing Difficulties • Supporting Difficulties with Processing Speed • Supporting Problems with Visual Perception and Spatial Awareness • Memory-Joggers

Language in Mathematics – Section Introduction

• Supporting Mathematical Language • Maths ‘Reading Buddy’

Title Page – Support Across The Curriculum Support Across The Curriculum – Contents Page Planning – Section Introduction

• Planning Dyslexia-friendly Lessons • Goals for Curriculum Access • Goals for Curriculum Access – Example • Metacognition

Concentration – Section Introduction

• Helping Concentration • Attention Checklist for Pupils • Mini-tasking • Signposting

Organisational Skills and Memory – Section Introduction • Supporting Organisational Skills • Supporting Memory • Jobcard • Personal Day Planner

Accessing Information, Recording, Talking and Listening – Section Introduction

• Support Across the Curriculum – Accessing Information • Support Across the Curriculum – Recording • Mind Maps • Scribing • Structured Oral Recording • Support Across the Curriculum – Talking • Support Across the Curriculum – Listening

Technology – Section Introduction

• Technology Tips for Teaching Assistants – Section Introduction

• Tips for Teaching Assistants Bibliography

WILTSHIRE EARLY SCREENING FOR DYSLEXIA

WESFORD 2

WILTSHIRE EARLY SCREENING FOR DYSLEXIA

WESFORD 2

DYSLEXIA RESOURCES FILE

This file forms the second part of a two-part work (WESFORD 1 and WESFORD 2) and is the work of the Wiltshire Learning Support Service, County Hall, Trowbridge, Wiltshire, BA14 8JE. (Please mark all communications ‘WESFORD’.) Editing, General Introduction and Section Introductions by Sandy Ball AMBDA, Dyslexia Consultant ([email protected]) Wiltshire Learning Support Service June 2004

mailto:[email protected]

WESFORD 2 – Dyslexia Resources File Introduction __________________________________________________________________

WESFORD 2 – DYSLEXIA RESOURCES FILE

The Aims of the Dyslexia Resources File The WESFORD Context This File, as well as being a valuable resource in its own right, forms the second File in a package known as WESFORD – Wiltshire Early Screening For Dyslexia. The first File (now in its second edition) containing the Manual of Guidance and the Phonological Skills Programme and Resources, comprises:

• Stage A - Initial Screening - Test of Phonological Awareness and Skills

• Intervention Programme with Review • Stage B - Assessment Procedures • Detailed Guidance on Implementation and Interpretation • Cumulative Pupil Profile for Identification of Dyslexia

These Key Stage 1 elements are designed to help the class teacher give extra help to learners having difficulties with essential phonological skills (Stage A), known to be problematic for many dyslexic children. The materials enable the teacher, over a period of time, to identify learners whose difficulties need further investigation, and gather a range of assessment information that will aid the identification of dyslexia (Stage B). This means that dyslexic learners can start Key Stage 2 with a detailed profile of their strengths, weaknesses and needs – the information the teacher and SENCO need to design the most appropriate support programmes. Training is also offered by specialists from Wiltshire LEA as part of the package.

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The Scope of the Resources This Dyslexia Resources File is designed to provide the class teacher with a resource to turn to when planning work with dyslexic learners in mind. It is divided into three parts: • Literacy • Mathematics • Support Across the Curriculum Literacy It is well known that many dyslexic learners struggle with literacy, especially spelling. Progress is often slow, causing the gap between dyslexic children and their peers to widen over time. This file provides a range of easy-to-use diagnostic assessment tools, and many useful ideas for designing individualised literacy programmes, group activities and support strategies within each section.

Section Page Literacy – Assessment of Basic Skills 19 Word Learning 29 Phonics 53 Spelling Strategies 89 Letter Formation and Handwriting 101 Reading and Comprehension 107 Writing in Class 121

Mathematics Research suggests that around 60% of dyslexic learners also experience some difficulty with mathematics, particularly number, and may need help in this area. Ideas for teaching techniques, learning strategies and differentiated approaches are included in each of these sections.

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Section Page

Dyslexia & Mathematical Difficulties 135 Mathematics – Assessment 139 Number Skills 153 Supporting Specific Difficulties 187 Language in Mathematics 195

Support Across The Curriculum Many dyslexic learners have the conceptual understanding to do well in a range of curriculum areas, even though they may not have the literacy skills to access information from resource books or record their ideas in writing. It is important that we use a variety of teaching techniques and learning activities that will enable them to achieve their potential by supporting their literacy difficulties or by providing alternatives to reading and written recording where appropriate. These sections contain a wealth of ideas for teachers to incorporate in planning topic work.

Section Page Planning 205 Concentration 213 Organisational Skills and Memory 221 Accessing Information, Recording, Talking and Listening

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Technology 241 Tips for Teaching Assistants 247

The programmes, strategies and techniques in this collection will often be appropriate for wider groups of children than just those who may be dyslexic. We hope, therefore, that teachers will also find it a useful resource in planning for a range of needs.

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What is Dyslexia? The last hundred years or more have seen an enormous expansion of interest and research in the field of dyslexia. This research is highly diverse, ranging from investigations into the possible genetic origins of dyslexia, to studies of neurological differences between dyslexic and non-dyslexic brains, and research into areas of cognitive difference such as memory, organisation, verbal fluency and phonological awareness. Much of this research is ongoing – there is still a great deal to discover, and new ideas and theories are expounded every year. It can be confusing to read about the latest ‘cure’ for dyslexia, which seems to conflict theoretically with previous ones. The British Dyslexia Association (BDA) has defined dyslexia as “ …a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling, writing. Accompanying weaknesses may be identified in areas of speed of processing, short-term memory, sequencing and organisation, auditory and/or visual perception, spoken language and motor skills. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation. Some dyslexics have outstanding creative skills. Others have strong oral skills. Some have no outstanding talents. They all have strengths. Dyslexia can occur despite normal intellectual ability and teaching. It is independent of socio-economic or language background.” (The Dyslexia Handbook, 2002) Evidence indicates that it is four times more common in boys than in girls and is genetic in origin. Some statistics state that about 4% of the population may be severely affected, with a further 6% showing signs of moderate or mild dyslexia (BDA, 2000). This suggests that in every classroom there is likely to be at least one child who is dyslexic. The effects of unrecognised dyslexia in a child can be disastrous to that child’s self image, self-esteem and educational attainments. Although dyslexia does not ‘go away’, much can be done through appropriate teaching and support in school to alleviate difficulties and optimise strengths. Many dyslexic people are able to learn or develop strategies to

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enable them to cope, or even excel, despite their difficulties, although in situations of stress problems can recur. Recent contributors to dyslexia research have referred to dyslexia as a learning difference rather than a specific learning difficulty. This way of thinking about dyslexia emphasises the fact that it occurs across the full range of ability or intellectual potential. Some areas of functioning are likely to be weak (such as short-term or ‘working’ memory, automaticity and speed of processing, phonological awareness, sequencing and organisation) and some comparatively strong (for example visual or spatial awareness, intuitive problem-solving, holistic or visual thinking, non-verbal reasoning and, in some children, oral language expression). This means that dyslexic pupils will process information differently. They will therefore learn differently, but, given the right teaching and learning opportunities, can learn just as effectively as their non-dyslexic peers. How Does Dyslexia Affect the Learner? The dyslexic learner will show severe or persistent difficulties in a range of the following areas. (Observations and assessments, such as those in the WESFORD Stage B procedures, will reveal each individual’s particular areas of strength and weakness.) Phonological Skills Dyslexic learners often find it hard to acquire these basic skills that research tells us are pre-requisite to literacy development – ability to ‘hear’ rhyme and alliteration, to blend, segment and mentally manipulate syllables and phonemes, and to understand how these skills relate to literacy. The first File in the WESFORD materials – WESFORD 1 - provides much information, ideas and resources for helping young children with these important skills. However, for many dyslexic learners they remain fragile and require continuing reinforcement before literacy skills can be built securely. Additional activities are needed that will help develop effective skills in blending, segmenting and mentally manipulating sounds in spoken and written words. Some activities give this extra practice while at the same time reinforcing the learning of grapheme-

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phoneme correspondences and spelling variations – skills as well as content – within the alphabetic code. The best routines also provide practice in applying the skills and knowledge in reading and writing contexts. Literacy Early problems for many dyslexic learners with the development of phonological skills can persist, and lead to difficulties learning grapheme-phoneme correspondences and the variations and overlaps inherent in the alphabetic code. Word-level literacy skills, especially decoding and encoding words using sequences of grapheme-phoneme links, are affected. Reading may progress with extra help – the dyslexic learner can often compensate for weak decoding with effective language and contextual skills – but spelling usually remains problematic, and many dyslexic learners need specialised techniques to learn and retain ‘tricky’ words. Letter formation and handwriting, with the demands they make on visuo-motor skills, directionality and sequencing, can often be difficult too. The aim will always be to speed up and optimise the dyslexic learner’s rate of progress in literacy, although cognitive differences in the way dyslexic learners learn can often mean that progress remains slow in comparison with non-dyslexic peers. Individualised learning programmes are often needed to achieve this aim successfully. Mathematics Some dyslexic learners have strengths in mathematics, and, especially when work is oral/mental, can show intuitive leaps of understanding typical of holistic thinkers. Other dyslexic learners may experience difficulties, especially with numeracy. Underlying these difficulties are the same cognitive differences as cause problems in literacy. Dyslexic learners may therefore have problems with recall of number facts, number bonds and tables, and with notation involving an understanding of place value. Sequences of steps in arithmetic procedures are often hard to remember, especially when these involve confusing changes in direction. Fragility in early key skills and concepts in the step-by-step

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hierarchy of mathematical development can lead to long-term de-motivation or anxiety about maths. Automaticity and Processing Speed Recent research suggests that dyslexic learners have difficulties acquiring certain skills to an ‘automatic’ level (where the skill can be performed without any conscious thought, in any context). Fully competent readers and writers perform these complex skills with little or no conscious recourse to the many sub-skills involved. They no longer have to dredge from memory the grapheme-phoneme links, the correct sequence and direction in which to process the letters or sounds, the blending or segmentation skills needed to form a word, knowledge of the correct spelling pattern for that sound in that particular word, the correct directionality and orientation of the handwritten letters, as well as keeping track of subtleties of sense and meaning. It is thought that dyslexic learners to varying degrees expend conscious processing capacity performing all these sub-skills, since they remain to some degree non-automatic. It is hardly surprising, therefore, that dyslexic learners often become tired during such tasks, or lose concentration, or work slowly and produce little written work for all their efforts. It also helps explain the problems they often have in generalising something that has been taught in isolation (such as key word spellings, or spelling patterns) into the complex contexts of independent reading and writing. Approaches and methods are needed that help offset these difficulties. The dyslexic learner must move through the hierarchical stages needed for learning skills thoroughly and effectively, and be able to apply them in various contexts. Short-term Memory and Sequencing Much research indicates that dyslexic learners have problems with remembering sequences of information in the short term. They are able to process less at a time in working memory that their non-dyslexic peers, regardless of conceptual ability. In other words, even though a dyslexic learner may be very bright and capable of understanding the ideas

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inherent in a topic, if the information is presented in a long string of facts at one time (as it often is in ‘talk sessions’), much will not be processed or transferred to long-term memory. It may seem as though the child has not been listening or concentrating, but this may well indicate a genuine difficulty in keeping track of the sequence of information or ideas. The same may also be true for dyslexic learners’ own thoughts and ideas – they may have a good range of knowledge and many ideas on the subject, but may be unable to hold a train of thought in working memory efficiently enough to produce these ideas in an appropriate sequence. Teaching approaches, strategies and techniques may be needed to minimise these difficulties. Information can be presented in variety of ways more accessible to the dyslexic learner, and tasks can be broken up into short steps with the sequencing aspects tackled separately. Visual and Visuo-Motor Skills Some dyslexic learners experience difficulties with aspects of visual perception and visuo-motor co-ordination. This can cause problems with such activities as copying, especially from a board, letter formation and handwriting, and the layout and presentation of work. It is important to be aware when such problems might occur and provide alternatives to copying or to support handwriting and presentation where possible. Technology can, of course, be of enormous benefit to dyslexic learners in many ways, but only if the right skills are in place beforehand. There is perhaps nothing more demoralising for a dyslexic child, when so much school learning causes struggle already, to be presented with the ‘magic solution’ of a computer or new software only to find that lack of effective keyboard skills, for example, makes its use even more difficult. Oral Fluency Not all dyslexic learners are articulate and verbally fluent. Some have problems producing certain speech sounds, especially younger children, and others sometimes mis-sequence sounds in complex words (e.g.

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‘hostipal’ ,’par cark’). Some dyslexic learners may have difficulties with word retrieval or ‘tip of the tongue syndrome’ – they know the exact word they want to say but cannot retrieve it from their store of words in memory efficiently. These problems can lead to a lack of verbal fluency that becomes an emotional issue – the child will learn that embarrassing or humiliating experiences can be avoided by remaining quietly in the background during class. This can sometimes be mistaken for lack of interest, lack of ideas or disengagement - a price paid by the learner’s self-esteem. Again, knowledge of the children and their particular difficulties is essential, as well as knowledge of a range of strategies for helping. Organisation, Learning Behaviour and Self-esteem The processing difficulties faced by dyslexic learners may lead to problems with organisation. This may take the form of ‘forgetfulness’ – they may persistently forget to bring items to school, forget where things belong, or even forget well-reinforced routines. It may also affect the organisation of thoughts and ideas – a ‘butterfly mind’, or problems with the planning, ordering and sequencing of ideas in their work. In some cases the child may need specific support with aspects of organisation, or may benefit from using strategies and techniques for helping them express ideas and thoughts in an organised way. Dyslexic processing difficulties can also result in difficulties in sustaining the level of focus and concentration needed to complete tasks. The effort involved in doing this is often many times more than non-dyslexic learners would expend to complete the same work. Again, teaching and learning approaches, methods and strategies can be used effectively in helping to support these difficulties. Most dyslexic learners come to realise that, for reasons they may not understand and despite equal mental abilities, their peers are leaving them behind in essential school attainments. This can, of course, prove disastrous to self-esteem. The longer their problems go unrecognised or unacknowledged, the worse this becomes. For some, this may result in strategies to avoid failure or exposure of their difficulties, feelings of alienation, high levels of frustration or even a rejection of school and the negative feelings it engenders.

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Avoiding this destructive downward spiral of events is clearly essential for dyslexic learners. This necessitates early identification of their dyslexia and a clear understanding of their difficulties and strengths. It also means the need for interventions that will ensure their success, in as many ways as possible, in accessing learning and gaining from school what they will need to fulfil their future potential. Strengths As we have stressed before, in an ideal world dyslexia would be seen as a difference rather than a difficulty with learning. Dyslexic learners often struggle with language-based, sequential, ‘left-brained’ aspects of learning but have comparative strengths in other aspects. Their learning and processing tend to be holistic rather than sequential – they can often deal best with ‘the big picture’ despite problems with the step-by-step approach, synthesising rather than analysing. They sometimes have very good visual-spatial skills and can achieve well in areas where such non-verbal thinking is required such as technology, science, design (this is well-known in the field of architecture, for example). As teachers, we need to ensure that this learning ‘difference’ is acknowledged and provided for. In literacy, this may mean providing teaching and learning activities that fit the style and pace of the dyslexic learner – a demanding task when these needs may be out of step with the rest of the class. Across the broader curriculum it will mean supporting the language-based elements in teaching and learning, both in terms of ensuring access to information and of easing the burden of written recording. At times it may mean providing alternative means by which information can be accessed and learning recorded. It will also mean finding and optimising the dyslexic learner’s strengths and ensuring that success is achieved in these areas. Such measures, planned for and implemented routinely, can do much to enable dyslexic learners to raise their achievements in school and to make the most of their ability and potential throughout life.

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The Resources The Learning Context Learners’ needs, including those of dyslexic learners, will clearly vary according to the context. In literacy, there may be one or more dyslexic children, for example, whose word-level needs are so out of step with the majority that only an individualised programme will meet them (see Word Learning, Phonics and Phonological Skills). The programme may be delivered individually or, when others will benefit from it or when co-operative activities are called for (such as Sound Swap or Scrubble), perhaps within a small group. Some aspects of this programme may need to be delivered by a teacher or teaching assistant, while reinforcement activities may be designed to use parental help or peer-partner support (e.g. Speedread and Speedspell). This same learner, however, in the context of text-level work, may need only the support of a peer-buddy to help with decoding to be able to participate fully in the class activity. There may be techniques and strategies to assist with spelling (see Spelling Strategies), or with the organisation of ideas for writing (e.g. Writing Web) that will support both the dyslexic child and others, and can be introduced on a whole-class basis. Similarly in mathematics, needs will differ according to context. A child may need individualised help to develop security with basic number facts (e.g. Number Flip or Numberspeed) but for work on shape and measures may need only the support of a Maths ‘Reading Buddy’ to access written instructions or text. Across the broader curriculum the dyslexic learner’s needs may vary from group differentiation (e.g. co-operative writing with a group scribe) to individual approaches to improve task completion and concentration such as Mini-tasking, and from strategies to support information access to alternative methods of recording such as Structured Oral Recording, Scribing or Mind Maps. The resources in this File, therefore, are organised to reflect this variety of needs and contexts, with sections to cover ideas for literacy, numeracy, listening and concentration, organisation, information access and recording. The bibliography, as well as giving details of work that has

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been referred to, suggests useful further reading in the field of dyslexia. The short introduction to each section will give the teacher guidance about when and how to use the techniques and ideas. Planning The key to successful differentiation and the meeting of individual needs is, of course, planning. Where the learner’s needs are considered within the class context at the planning stage, the implementation of selected strategies and techniques is much easier than when dealt with as an ‘add-on’. As has been stated before, many such strategies are helpful to a range of children as well as being a lifeline for the dyslexic learner. The dyslexic child will thrive in the kind of classroom where multisensory methods are used routinely, where teacher-talk is always supported by visual techniques, where the children are used to the idea that groups may be asked to record orally or graphically rather than in writing, and where the TA is trained to follow individualised support programmes with certain learners. In such a ‘dyslexia-friendly’ classroom the teaching and learning environment is planned so as to fully include the dyslexic child and to ensure his or her best chance of success. Sandy Ball

WESFORD 2


WESFORD 2 – Dyslexia Resources File Literacy – Contents __________________________________________________________________

WESFORD 2 - DYSLEXIA RESOURCES FILE LITERACY

CONTENTS

Page Literacy – Assessment of Basic Skills 19 Literacy Skills – Pupil Assessment Record 21 Early Phonics Checklist 23 Phonological Skills – Informal Assessment Syllabic Level 24 Intra-syllabic Level 25 Phonemic Level 27 Word Learning 29 The Skill-Building Hierarchy 33 Multisensory Learning 35 Look-Say-Cover-Write-Check 36 Adaptation for Auditory Learners 37 Adaptation for Kinaesthetic Learners 38 Adaptation for Pupils with Severe Difficulties 39 Spelling Practice Sheet 1 40 Spelling Practice Sheet 2 41 Visual Spelling 42 Stop-Go Word Game 43 Make-a-Book 45 Speedread 47 Speedread Sheet 48 Speedspell 49 Speedread and Speedspell Record Sheet 50 Generalisation of Skills 51 Personal Word Banks 52 Phonics 53 Alphabet Skills 55 Alphabet Tracking and Sequencing 57 The ‘Rainbow’ Alphabet 62 Voiced and Unvoiced Consonants 63 The Spelling Arc 64 Phonics 65

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DYSLEXIA RESOURCES FILE – LITERACY CONTENTS – Continued Page Phonics – Reading Cards 68 Phonics – Spelling Cards 69 Spelling Choices 70 Spelling Choices Activity Sheet 71 Spelling Variations Card 72 How To Use the Spelling Variations Card 73 Phonological Skills and Phonics 74 Make-A-Word 76 Sound Swap 77 Scrubble 78 Building Word-Attack Skills 79 Building Word-Attack Skills – Syllabification 80 Syllables in Reading and Spelling 81 Syllables – Word Lists 85 Using Word-Attack Strategies – Reading 86 Using Word-Attack Strategies – Spelling 87 Spelling Strategies 89 Learning How To Learn – Some Spelling Strategies 90 Using The ‘ACE Spelling Dictionary’ 92 Have-A-Go Card 93 Word Checker Card 94 Checking Spellings – Pupil Sheet 95 1 2 3 Check 96 Spelling Notebook 97 Letter Formation and Handwriting 101 Handwriting Skills 102 Visuo-Motor Skills and Handwriting 104 Reversals – Correction Techniques 105 Reading and Comprehension 107 Paired Reading 108 Sentence Checker Card 110 Reading Comprehension – Reciprocal Teaching 111 Reading Comprehension – Reading For Meaning 114

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DYSLEXIA RESOURCES FILE – LITERACY CONTENTS – Continued Page Accessing Text For Information 116 ‘Five Step’ Plan 119 Writing In Class 121 Writing Web 122 Story Writing – Pupil Guide 124 Writing – Useful Words Chart 125 Fun with Spelling and Writing – Guidance for Parents 127

WESFORD 2 – Dyslexia Resources File Literacy – Assessment of Basic Skills __________________________________________________________________

LITERACY ASSESSMENT OF BASIC SKILLS

This section contains some useful tools to use in gathering baseline data about a pupil’s skill levels before the start of a programme of work. This is important because literacy targets for the pupil’s Individual Education Plan must, of course, be short-term, specific and measurable in terms of the pupil’s performance. There must also be a way of demonstrating progress in the medium- and long-term. Using these assessment tools at intervals over time will help provide evidence of progress, and may also help identify particular ‘trouble spots’ where progress is very slow and programmes may need revising. Pupil Assessment Record

This provides a method for recording information gained through ‘testing’ or observing specific skills including phonological skills, phonics, key words, contextual skills and comprehension, and spelling skills. Overall, it gives a thorough picture of the pupil’s literacy skills, enabling needs and targets to be identified and prioritised, and starting points for programmes set. Early Phonics Checklist

This gives a way of recording exactly what the pupil knows in terms of the alphabetic code, beginning with basic phoneme/grapheme links and moving on to the most common vowel phonemes and digraphs. This will help identify areas to be worked on. The National Literacy Strategy has provided comprehensive High Frequency Word Lists for each stage and many schools use these consistently as checklists for pupils’ ability to read and spell these key words. There is no real need for additional lists, although clearly dyslexic pupils will need these lists breaking down into small sections, with only a small number of words at a time given for their short-term Word Learning targets. Phonological Skills – Informal Assessment

These checklists are included because it is not always easy to ascertain exactly what a pupil can do in this area by observing his reading and

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spelling skills. We can sometimes assume skills are present when in fact they may be weak, and in these cases specifically targeted help can often result in real progress. The checklists are designed as informal assessments that can be implemented as a ‘fun’ activity with a group or the whole class (where the teacher is specifically observing the responses of particular pupils). All the activities are purely auditory/oral – not to be confused with ‘phonics’ which involves relating sounds to letters. Developmentally, once the child has become aware that speech is made up of different words, the next step is an awareness of syllables in spoken words. The child learns to recognise the separate syllables and begins to be able to break words into syllables, even to ‘play’ with syllables by deleting (‘win’ is ‘window’ without the ‘dow’) or reversing (‘window’ becomes ‘dow-win’) them. The Syllabic Level set of assessment activities will reveal any difficulties with these skills. Clearly these skills become important when pupils need to learn to syllabify words for reading and spelling, and any undetected residual difficulties can cause problems at this later stage. The next stage is usually an awareness of the smaller onset and rime divisions within syllables – awareness and skills at the Intra-syllabic Level. This stage is an important development, helping pupils later in their literacy development to learn by making analogies from a sound pattern or spelling pattern they have learned to other words with the same alliterating or rhyming patterns. Observation of the pupil’s skills during the activities in this checklist will reveal potential problems and identify skills that need to be developed. Sometimes, dyslexic pupils with very poor phonological skills need to work at this level before they are ready to work with individual phonemes in word. The final, and, in the view of many researchers, the most essential phase is the development of Phonemic Level skills, which have the greatest bearing on successful development of reading and spelling skills. The ability to blend, segment and mentally manipulate individual phonemes in spoken words will be essential to decoding and encoding written words. Difficulties here can be identified using the activities, and appropriate targets and programmes put in place.


LITERACY SKILLS – PUPIL ASSESSMENT RECORD

Name_______________________________ Date______________

PHONOLOGICAL SKILLS • Phoneme blending – Number of phonemes consistently blended into

words: • Phoneme segmentation – Length of word pupil is able consistently to

segment into phonemes (e.g. 3-phoneme (c-v-c), 4-phoneme words etc.):

• Phoneme manipulation – Ability to say word with given sound missing

etc.: • Comments: READING SKILLS • Knowledge of grapheme-phoneme correspondences (attach Early

Phonics Checklist) • Decoding in context - approximate level reached (e.g. can decode c-v-

c but not cc-v-c, c-v-cc words; can decode ‘final e’ words but not words with vowel digraphs, etc.):

• High frequency word reading (NLS checklist scores): • High frequency word reading in context (comment): • Use of contextual cues (comment): • Comprehension Level (comment):

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PUPIL ASSESSMENT RECORD – P.2

SPELLING SKILLS • Phonetic spelling ability - (level to which attempts are phonetically

plausible e.g. to c-v-c level (fel, duk); cc-vv-c level (cleen, mayt) etc. • Phonic error patterns - commonly makes errors in written work in: • C-v-c words • Words with doubled consonants (e.g. miss, fell) • C-c-v-c words (e.g. clap) • C-v-c-c words (e.g. must) • C-c-v-c-c words (e.g. stamp) • Words with ‘final e’ pattern • Words with other vowel sounds (vowel digraphs) (e.g. break, grow) • Words with common suffixes (e.g. ing, er, ed) • Multisyllabic words • Other (give examples) • High frequency word spelling (NLS checklist scores): • High frequency word spelling - examples of common errors in

context: TEACHING PROGRAMME - IDEAS FOR STARTING POINTS • • • •


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EARLY PHONICS CHECKLIST

Name_________________________________________ Date________________

Basic Phoneme/Grapheme Links (Alphabet) Phoneme from

Grapheme Grapheme from Phoneme

Phoneme from Grapheme

Grapheme from Phoneme

a n b o c p d q e r f s g t h u i v j w k x l y m z Common Consonant Phonemes/Graphemes Phoneme from




th ck sh ng ch ge ph dge wh tch Common Vowel Phonemes/Graphemes Phoneme from




ai ow (snow) ee o-e ie oe oa ew oo (look) ue or u-e ir oy oi ow (now) ou (loud) er ay ur a-e aw ea (seat) air igh ear y (fly) oo (food) i-e

WESFORD 2 – Dyslexia Resources File Literacy - Assessment of Basic Skills __________________________________________________________________

PHONOLOGICAL SKILLS – INFORMAL ASSESSMENT

SYLLABIC LEVEL

Say word; child repeats clapping/tapping separate syllable ‘beats’ : Cat - CAT Teacher - TEA / CHER Elephant - E / LE / PHANT Plate - PLATE Television - TE / LE / VI / SION Giraffe - GI / RAFFE Computer - COM / PU / TER Understanding - UN / DER / STAND / ING Stamp - STAMP Photographer - PHO / TO G / RAPH / ER Hippopotamus - HIP / PO / POT / A / MUS As above, but ask child to count/say number of syllables Give child a sheet of pictures of various words with space beneath for recording the number of syllables in each Ask child to generate words with varying numbers of syllables Say aloud compound words and ask child to delete a given syllable, e.g: Say ‘seaweed’ without the ‘sea’ Say ‘blackboard’ without the ‘board’ As above, but with duosyllabic words e.g: Say ‘sister’ without the ‘sis’ Say ‘window’ without the ‘dow’

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INTRA-SYLLABIC LEVEL (ONSET AND RIME)

Say pairs of words with same onset/different rimes. Ask child to say which part sounds the same in both, e.g: tap tin late live slip slack Say pairs of words with same rime/different onsets. Ask child to say which part sounds the same in both, e.g: rat fat make take sing ring Say groups of 3 or 4 words, all but one of which share same onset. Ask child to give word with different beginning sound, e.g: rag rock shop tap hit hop trip back track Ask child to generate words starting with a given sound. Ask child to generate words beginning with same sound as a given word, e.g: words beginning with same sound as ‘dog’; ‘cake’; ‘part’ Say groups of 3 or 4 words all but one of which share same rime. Ask child to say the non-rhyming word, e.g: dig fig mug let sat get high hike bike Ask child to give additional rhyming words for given rhyming pairs.

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PHONOLOGICAL SKILLS – INFORMAL ASSESSMENT INTRA-SYLLABIC LEVEL (ONSET AND RIME) P.2 Say single syllable words aloud and ask child to delete onset, e.g: say ‘cat’ without the ‘c’ sound say ‘chip’ without the ‘ch’ sound say ‘snake’ without the ‘sn’ sound Say single syllable words aloud and ask child to delete rime, e.g: say ‘chip’ without the ‘ip’ say ‘stick’ without the ‘ick’ say ‘play’ without the ‘ay’



PHONEMIC LEVEL

Pronounce phonemes of words separately. Ask child to blend them and give word, e.g:

i - t (it) e - gg (egg) p - a - t (pat) t - ea - m (team) s - t - o - p (stop) s - p - e - n - d (spend)

NB: be careful not to ‘voice’ consonants, e.g. ‘t’ , not ‘tuh’ Ask child to give the individual sounds in words separately in order (NOT letter names), e.g:

at (a - t) pen (p - e - n) stop (s - t - o - p) list (l - i - s - t) shift (sh - i - f - t) creeps (c - r - ee - p - s) As above but ask child to clap or tap out number of sounds after saying word (i.e. perform task mentally) Say words with initial consonant blends and ask child to delete one of these sounds (begin with first consonant) e.g:

say ‘clap’ without the ‘c’ (lap) say ‘please’ without the ‘p’ (lease) say ‘blue’ without the ‘l’ (bue) say ‘stick’ without the ‘t’ (sick)

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PHONOLOGICAL SKILLS – INFORMAL ASSESSMENT PHONEMIC LEVEL – P.2 Say words with final consonant blends and ask child to delete one of these sounds (begin with last consonant) e.g:

say ‘camp’ without the ‘p’ (cam) say ‘wrist’ without the ‘t’ (wris) say ‘pond’ without the ‘n’ (pod) say ‘desk’ without the ‘s’ (dek)

WESFORD 2 – Dyslexia Resources File Literacy – Word Learning __________________________________________________________________

WORD LEARNING This section contains a selection of techniques and strategies that have proved effective in helping dyslexic pupils learn and retain sight vocabulary and words for spelling. As anyone who has taught dyslexic pupils will know, difficulties in remembering words they have learned, and in generalising them into their own reading and written work, can be frustrating for pupil and adult alike. These techniques will help. The Skill-Building Hierarchy This type of structured, cumulative approach is vitally important for dyslexic learners and in fact applies to all aspects of their learning. However it is perhaps most easily demonstrated and implemented in the learning of whole words for reading and spelling. It takes account of research into the processes of learning, and into the dyslexic pupil’s need for ‘overlearning’ to the point of mastery at each learning stage before moving on to the next.

ACCURACY (acquisition)

new words introduced and practised

FLUENCY

Words practised at speed until responses become as close to ‘auto-

matic’ as possible

GENERALISATION Words can be used effectively in whole-language

contexts in reading and writing

MAINTENANCE Words are remembered in the long term and used correctly in a

variety of contexts.

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Each of these stages has its own unique activities and targets. It is recommended that the activities be done for a short time each day, either with an adult at school or at home, or perhaps with the help of a peer partner in class. The target at the accuracy stage will be for the pupil to become familiar with the group of words and score well in a ‘test’ at the end of the week. At the fluency stage, it will be for the pupil to increase the speed at which he can read and spell the target words correctly. The generalisation target will be to read and spell the target words correctly in sentence or whole-language contexts, and the maintenance target will the pupil’s correct response to these words in independent work over time. The time spent on activities at each of these stages will depend on the severity of the pupil’s difficulties – some may need, initially, a week of short, daily practice sessions on each of the accuracy, fluency and generalisation stages, followed by ongoing, independent use of a self-checking resource such as a Personal Word Bank. The time spent at each stage can be adjusted as the programme continues, according to needs. The important thing is that the Skill-Building Hierarchy stages are followed, and that they provide the cumulative structure for the pupil’s word-learning programme. The keeping of records for daily performance will also be important, especially if these can be visual and fully involve the pupil himself in monitoring his own progress. THE ACCURACY STAGE Multisensory Learning This is another vital principle that underpins all successful approaches to learning for dyslexic pupils (see section on Multisensory Learning). It applies equally to learning activities in other subjects across the curriculum, but again it is included here because of its central importance in literacy programmes, especially at the initial Accuracy stage of learning. For the dyslexic learner the full engagement of auditory, visual, verbal and kinaesthetic modalities, as well as active thinking, must be present simultaneously if the learning activity is to be effective.

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Look-Say-Cover-Write-Check Variations While all variations of this well-known technique, when performed properly, are genuinely multisensory, some are better adapted to one learning style than another. Included here are variations that especially suit auditory and kinaesthetic learners, and those with particularly severe difficulties. Two examples of Spelling Practice Sheets, on which these activities can be recorded, are also included. Visual Spelling This technique is one used to excellent effect by predominantly visual learners. For those whose skills need improving there are also guidelines for building visualisation skills. THE FLUENCY STAGE Speedread and Speedspell These two techniques are used to build speed and fluency in reading and spelling target words, which is an important step towards generalisation. They should be carried out, ideally, on a daily basis for a week. The Speedread Sheet can be used to display the target words for reading and as the dictation list for Speespell. The Record Sheet is designed for completion by the pupil himself each day, so that even small steps of progress are evident. THE GENERALISATION STAGE Generalisation of Skills Guidance is given here about activities to help the pupil generalise his learning so that target words can be read and spelled correctly, not just in isolation but also in the contexts of reading and writing. As with all plans and programmes for dyslexic pupils’ learning, these activities need to be staged, so that skills can develop gradually and hierarchically. The suggested stages introduce other aspects of writing and reading bit by bit. For this reason the stages should be followed in order so that development is built securely.

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THE MAINTENANCE STAGE Personal Word Banks The Personal Word Bank is an effective tool both in ensuring that word learning is maintained and also in the development of checking and self-monitoring skills. The dyslexic pupil, more than most, needs to develop a strong awareness of his own learning needs. Part of this involves recognising that the purpose of learning spellings is successful communication in written work, so spellings need to be checked here. In the early stages, the pupil’s independent use of the Personal Word Bank for this purpose can be targeted, so that these important routines can be established. The checking of spellings, as well as the marking of spellings in written work by the teacher, will obviously need to be limited to a group of focus words.

THE SKILL-BUILDING HIERARCHY

Dyslexic pupils, who have difficulties ‘automatising’ skills, need to follow this type of structure in order to retain and generalise their learning.

Stage 1 – Accuracy

Multisensory activities involving seeing, saying, hearing and writing words to ensure that the student has acquired the skill. Examples: • Look-Say-Cover-Write-Check spelling routines • Word Imaging Games, where words on cards are picked, turned over,

written from memory and checked (e.g. Stop-Go Word Game) • ‘Rainbow Writing’ – words/spelling patterns/numerals are traced over

in various different coloured pens • Motor-kinaesthetic Imaging – words/spelling patterns/numerals are

written using large, whole-arm movements on a board or wall poster, with verbalisation to describe movements made. Repeat, using smaller and smaller movements.

Stage 2 – Fluency

The aim is to increase speed until no ‘thinking time’ is needed and the target response is as near ‘automatic’ as possible. Examples: • Speedread – Words presented randomly (on grid-sheet or cards) for

one timed minute. Number read correctly recorded on chart, with a view to ‘beating your own record’ each day

• Speedspell – Words dictated randomly at individual’s own optimum speed for one timed minute. Number read correctly and recorded on chart as above.

Stage 3 – Generalisation

Dyslexics need help to move from performing a skill in isolation to carrying out a complex process involving several skills. Stages can include: • Cloze Procedure – short sentences written out with gaps for pupil to

write target words and read back • Dictated Sentences – short sentences including target words for

writing and reading back • Self-Generated Sentences – short sentences involving all the sub-

skills of writing, for writing and reading back

THE SKILL-BUILDING HIERARCHY - P.2 Stage 4 – Maintenance

Target words can be placed in a cumulative personal Word Bank to be used for checking written work. Marking can then focus just on these words, with the expectation that they will be spelled correctly in a second-draft writing.


MULTISENSORY LEARNING COGNITIVE Multisensory learning techniques use all the main sensory channels for learning simultaneously (auditory, visual, kinaesthetic/tactile, verbal) as well as cognitive. This approach is important for the dyslexic pupil who may have a specific deficit in one or more mode of processing information, since stronger channels can support weaker ones. The child with weak auditory processing skills, for example, can learn more effectively if the input has a strong visual or kinaesthetic component. Since research suggests that all pupils, to a greater or lesser degree, will have a preferred learning style comprising a particular blend of strengths and weaknesses across these channels, multisensory learning techniques are likely to benefit the majority of pupils as well as the dyslexic ones. There are methods for learning spellings that predominantly favour auditory, visual or kinaesthetic learning while remaining generally multisensory. Once a child’s profile of cognitive skills has been explored through the assessment process, an appropriate ‘cocktail’ can be designed, combining elements from these to ensure that optimum learning takes place (see pages 36-39). It is important also to remember the dyslexic child’s need for overlearning, requiring regular and frequent practice using the chosen methods.

VERBAL

MOTOR

VISUAL

AUDITORY

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LOOK-SAY-COVER-WRITE-CHECK

This well-tried routine for learning spellings, when completed properly, is fully multisensory. It can be adapted in several ways to suit different learning styles (see following pages).

• Word is written correctly in cursive script • Speller looks carefully at word to try to create a mental image • Speller says word aloud as it is scrutinised • Speller covers word • Speller writes word from memory, using cursive script • Speller checks spelling of word • Process is repeated at regular intervals

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WESFORD 2 – Dyslexia Resources File Literacy – Word learning __________________________________________________________________

LOOK-SAY-COVER-WRITE-CHECK ADAPTATION FOR AUDITORY LEARNERS

This is an adaptation of the common LOOK-SAY-COVER-WRITE-CHECK routine that adds additional emphasis for those with auditory sequential strengths. It is based on the Simultaneous Oral Spelling technique. Some dyslexic learners may find it useful, although bear in mind that many have difficulties recalling sequences of letters or sounds.

• Word is written correctly in cursive script • Speller looks carefully at word to try to create a mental image • Speller says word aloud as it is scrutinised • Speller writes the word, saying the name of each letter aloud as it is

written, using cursive script • Speller checks spelling of word • Speller covers word • Speller writes word from memory, saying the name of each letter

aloud as it is written, using cursive script • Speller checks spelling of word • Process is repeated at regular intervals

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LOOK-SAY-COVER-WRITE-CHECK ADAPTATION FOR KINAESTHETIC LEARNERS

This is an adaptation of the common LOOK-SAY-COVER-WRITE-CHECK routine that adds additional motor emphasis for those with kinaesthetic strengths.

• Word is written correctly in cursive script • Speller looks carefully at word to try to create a mental image • Speller traces over word, saying word aloud • Speller covers word • Speller writes word from memory, using cursive script • Speller checks spelling of word • Speller closes eyes and writes word from memory • Speller checks spelling of word • Process is repeated at regular intervals

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LOOK-SAY-COVER-WRITE-CHECK ADAPTATION FOR PUPILS WITH SEVERE DIFFICULTIES

This adaptation of the LOOK-SAY-COVER-WRITE-CHECK routine combines additional auditory and kinaesthetic as well as visual emphases to provide a highly multisensory form of reinforcement for word-learning.

• Word is written correctly in cursive script • Speller looks carefully at word to try to create a mental image • Speller says word aloud while tracing over it • Speller writes word, saying each letter name aloud as it is written,

using cursive script • Speller covers word • Speller writes word from memory saying each letter name aloud as it

is written, using cursive script • Speller checks spelling of word, saying word aloud • Speller closes eyes and writes word from memory, using cursive script • Speller checks spelling of word, saying word aloud • Process is repeated at regular intervals

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WESFORD 2 – Dyslexia resources File Literacy – Word Learning _______________________________________________________________________________________________________________

SPELLING PRACTICE SHEET 1

Name:_____________________________ Date:________________

LOOK/SAY COVER/ WRITE

CHECK WRITE – EYES SHUT

CHECK/SAY

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WESFORD 2 – Dyslexia Resources File Literacy – Word Learning _______________________________________________________________________________________________________________

SPELLING PRACTICE SHEET 2

Name:________________________________ Date:__________________

Look/Say Cover Write Check Eyes closed/ Write Check/Say

WORDS

Monday

Tuesday

Wednesday

Thursday

Friday

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WESFORD 2 – Dyslexia Resources File Literacy – Word Learning _______________________________________________________________________________________________________________

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VISUAL SPELLING

This technique will help visual learners to learn words. If practised regularly it will also help those with weaker visual skills to develop more effective visual spelling skills. It is based on the Neurolinguistic Programming visual spelling technique.

To build visualisation skills: • Ask pupil to look up and visualise a familiar object or place (e.g.

his/her bedroom, bicycle, dog, or the classroom) • Ask questions to elicit visual details, e.g. ‘What colour is the door?’

‘How many windows are there?’ ‘What is on the wall by the cupboard?’ • As skills improve, move on to less familiar objects – pupil scrutinises

object carefully, then closes eyes and describes. When pupil is unable to describe further, s/he opens eyes and looks again for further detail before closing eyes and continuing description.

• When this becomes easier, move on to highly familiar words, e.g. name • Follow this with a few high-interest words When visualisation skills have improved, promote learning of new high frequency or ‘tricky’ words by asking pupil to look carefully at word, cover it, look up to ‘see’ image of word, and respond to following questions: • How many letters in the word? • Is there a vowel, or more than one vowel (or if vowels are in red,

is there a red letter?) • Are there more letters before or after the vowel? • Are there any tall/ascending letters? • Are there any descending letters? • What are the letters in the word? (Avoid term ‘spell’) • Can you say the letters in the word backwards (from right to

left)? • Can you write down the word in cursive writing? Repeat regularly for reinforcement until spelling of the word is secure.

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STOP-GO WORD GAME This can be used as a reinforcement game for spelling or for word recognition. Resources • a die • a counter for each player • cards with the target words for reading or spelling written on them,

in a pile face down • the Stop-Go Word Game board Instructions • Throw the die • Turn over the top target word card and read the word aloud • If played to reinforce spellings: place card face down, write the word

from memory, then check to see if it is correct • If it is right, move the counter according to the number on the die • If it is wrong, leave the counter where it is • While playing, landing on a stop sign means miss a go, and landing on a

smiley face means have an extra go. Extension As the pupils become more familiar with the words, they can select a card for each other so that the ‘speller’ does not see the word before attempting to spell it, thus relying on long-term rather than short-term recall. When adults are playing: • OPTION 1: Adult writes word with a DELIBERATE MISTAKE in it.

If the learner player is able to spot the mistake and correct it, the adult cannot move his/her counter.

• OPTION 2: Adult (and/or learner!) selects some really difficult long words that they find hard to spell to make a pile of their own Target Word Cards!

• OPTION 3: Make up your own ‘handicap’ rules

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WESFORD 2 – Dyslexia Resources File Literacy – Word Learning _______________________________________________________________________________________________________

STOP-GO WORD GAME

START

FINISH

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WESFORD 2 – Dyslexia Resources File Literacy – Word Learning ____________________________________________________________________

MAKE A BOOK Based on the ‘Coventry Technique’, the creation of a personal book on a topic of particular interest is a helpful and motivating way for the young dyslexic pupil to achieve practice of targeted key words on a regular basis. Sentences are devised which repeat the target words, and a range of multisensory activities are used to reinforce the words. These lead eventually to the pupil building up a book which can be produced on the computer and illustrated by the pupil, and which can then be used as reading material for the pupil and other children in the class. Starting Points

• Through discussion with the pupil, select a topic for the book. Explain that making the book will not only be fun but will also be a way of practising important words.

• Devise a few sentences that contain the targeted words as well as the pupil’s chosen content, e.g. ‘I like to play with my dog. I like to take him to the park. We go there with my Mum. Last week we went there with Dad too.’ As far as possible, use the pupil’s own language.

• Write the target words on cards, which can be used for playing word-recognition games etc. Word cards can also be made for other words for the sequencing activities (see below). Sentences can be selected for working on one or two at a time, so that the pupil never has more than a few target words to learn at any one time.

Word Learning Activities

• Multisensory Word Imaging These are activities where the pupil practices tracing over the word (e.g. on large paper, in the air, in a salt or sand tray, on word cards, using ‘Rainbow Writing’ in an assortment of colours), and writing it from memory (e.g. with eyes closed), on the computer, making it from modelling material, using magnetic letters etc.

• Track Games These are paired or group games involving a track board (e.g. Snakes and Ladders or Stop-Go Word Game), counters and dice, and a set of target word cards placed face down. The dice are thrown, but the counter can only be moved if the pupil can read and/or spell from memory the word on the card selected from the top of the pack.

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WESFORD 2 – Dyslexia Resources File Literacy – Word Learning ____________________________________________________________________

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MAKE-A-BOOK – P.2 • Pairs Words cards (two of each target word) are jumbled and placed

face down on the table. The pupils in turn can turn over two cards to find a pair, reading the words they see. If they match, the pupil wins the cards. The winner is the one with most cards at the end.

• Sequencing Words within the target sentence are placed in order, read, then jumbled up for the pupil to re-sequence correctly.

Making The Book When the activities have resulted in the pupil being able to read and write the words in selected sentences accurately, these can be produced as pages on a word processor and illustrated by the pupil with drawings, paintings or photographs. As the book builds up it can be bound with a front cover designed by the pupil, and read regularly to reinforce the vocabulary. It can also be displayed where other pupils can read and admire it.

WESFORD 2 – Dyslexia resources File Literacy – Word Learning __________________________________________________________________

SPEEDREAD

Aim

The aim of this activity is to increase the pupil’s speed of response to target words, reducing the ‘thinking time’ needed to recognise and say them correctly. This will in turn aid generalisation.

Resources

• Speedread Sheet (or flashcards) containing target words • Timer • Record Sheet

Success Criteria

Approximately 40 words per minute, or a significant increase in speed without loss of accuracy.

Method

• Target words are written on the Speedread Sheet (repeated randomly until grid is full). Alternatively, they can be written on flashcards.

• The timer is set for one minute.

• The pupil reads aloud the words across the page for one minute. The adult or peer partner keeps track of any errors.

• The number of words read correctly in one minute is recorded by the pupil on the Record Sheet or a chart.

• On subsequent days this process is repeated, with the pupil trying to ‘beat his own record’ for the number of words read correctly in one minute.

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SPEEDREAD How many words can you read in 1 minute?

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WESFORD 2 – Dyslexia resources File Literacy – Word Learning __________________________________________________________________

SPEEDSPELL

Aim

The aim of this activity is to increase the pupil’s speed of response to target words, reducing the ‘thinking time’ needed to spell and write them correctly. This will in turn aid generalisation.

Resources

• Speedread sheet, word list, or flashcards containing target words • Timer • Paper or Speedspell Book and pencil • Record Sheet

Success Criteria

Approximately 15 words per minute, or a significant increase in speed without loss of accuracy.

Method

• The pupil has a Speedspell Book or blank sheet of paper and pencil. The adult or peer partner has a Speedread sheet or set of flashcards containing the pupil’s target words.

• Timer is set for one minute.

• The target words are dictated to the pupil (repeated as necessary, in random order for one minute) as fast as the pupil is able to write them.

• The pupil marks his words, and the number written and spelled correctly in one minute is recorded by the pupil on his Record Sheet or chart.

• On subsequent days this process is repeated, with the pupil trying to ‘beat his own record’ for the number of words written and spelled correctly in one minute.

• The words practised should be reviewed regularly, and placed in a personal Word Bank for use when checking spellings in written work.

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Speedread and Speedspell

Record Sheet

Name________________Dates____________

Speedread

Speedspell

Monday

Tuesday

Wednesday

Thursday

Friday

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GENERALISATION OF SKILLS

After working on increasing the pupil’s speed and fluency in reading and spelling a group of target words, it is important to provide activities that help them to generalise these words into their own independent reading and writing. These are suggested activities following a staged approach. The stages could be worked through over a period of time.

1. Cloze Procedure – phrases and simple sentences containing the

targeted words 2. Dictated Single Sentences – simple sentences containing the

targeted words 3. Dictated Passages – short passages containing the targeted words 4. Self-generated Sentences – sentences generated by the pupil

containing the targeted words 5. Short Writing/Reading-back Tasks - short piece of independent

written work containing the targeted words

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WESFORD 2 - Dyslexia Resources File Literacy – Word Learning __________________________________________________________________

PERSONAL WORD BANKS

Purpose

When a pupil has worked on a set of key words or a spelling pattern with example words, the aim will be to maintain this learning over the long term. The Skill-Building Hierarchy should be followed in order to maximise retention and generalisation. At the Maintenance stage, the Word Bank is used to ensure that target words are reviewed regularly. This also aids the generalisation of word-learning into independent writing. See also Spelling Notebook.

Form

The Word Bank can take any form that suits the pupil, e.g. • Word List – alphabetised – e.g. on A4 card • Word Book – either alphabetised with a page for each letter, or

simply with a dated page for each set of target words • Index Card Box – either alphabetised with a card for each letter and

the words written on the appropriate cards, or simply a dated card for each set of target words

The Word Bank can be added to as further target words are given.

Use

The Word Bank should be used purely for checking spellings within written work. The pupil will need guided practice to become familiar with the Word Bank and learn how to use it effectively. Regular use of the Word Bank may need to be an IEP target in itself for a while to establish the routine, with a system of ‘reminders’ in the short-term and ‘rewards’ for independent use.

Each time a piece of written work is completed, the pupil should • Take out his Word Bank and find his current target words • Check his writing (perhaps using the 1-2-3-Check) for target words • Correct any target words he has misspelled

The class teacher should make these expectations clear and explicit, and they should also form the criteria for marking spelling in written work.

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WESFORD 2 - Dyslexia Resources File Literacy – Phonics __________________________________________________________________

PHONICS For many dyslexic pupils, the biggest challenge they face at school is learning phonics – the alphabetic code in which speech sounds are represented by a variety of graphemes. Their difficulties with the pre-requisite phonological skills, with working memory, sequencing and automatic recall of phoneme-grapheme associations, often create significant and persistent difficulties in learning to decode and encode written language. The techniques and strategies suggested in this section have been tried and tested on many dyslexic pupils with great success. Alphabet Skills Some dyslexic pupils have persisting difficulties recalling the alphabet in sequence and learning the letter names and common sounds. The Rainbow Alphabet, introducing the idea of alphabet quartiles (which become very useful in dictionary work later), and the Alphabet Skills and Alphabet Tracking and Sequencing activities provide ideas for building skills. Those dyslexic pupils who are struggling with basic phoneme/grapheme links are often best served by an initial emphasis on the letter sounds. It is important that they learn to produce these sounds clearly and precisely, with no voicing of ‘unvoiced’ consonants (i.e. ‘pure’ sounds – ‘s’ and not ‘suh’; ‘m’ and not ‘muh’). The suggestions in Voiced and Unvoiced Consonants will help them learn to discriminate between the two. The Alphabetic Code – Phonics Once the basic alphabet sounds have been learned, the challenge is to begin making sense of the variations (the same phoneme can be represented by more than one grapheme or spelling variation) and overlaps (the same grapheme can represent more than one phoneme). The methods and suggestions outlined in Phonics advocate teaching these explicitly. The pupil will learn the facts about the way our ‘code’ works – he will learn the spelling variations for each of the 44 phonemes in our spoken language, and he will develop skills to help him select the right one for the words he wants to read and write. Along the way, he will learn the ‘orthographic conventions’ of our spelling system (e.g. the position of a sound in the word makes some spelling variations much more likely than others; there are some graphemes that are never seen at the ends of

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words, etc.) by discovering these for himself (with guidance, of course!). This approach works well for dyslexic pupils because it is clear and logical, because it eliminates the learning of complex ‘rules’ that are quickly revealed to be spurious (most have many exceptions - even ‘exceptions to the exceptions’!), and because it therefore removes the ‘mystery’ and confusion which generate feelings of defeat and failure. The Spelling Arc is a basic tool for many of the suggested learning activities – it can be made suitable for a wide age range, and has strong visual and kinaesthetic as well as auditory elements. This can be supplemented by Reading Cards and Spelling Cards for many pupils. As spelling variations for target sounds are introduced, activities like Spelling Choices and use of the Spelling Variations Card help reinforce this learning and develop orthographic awareness. Phonological Skills and Phonics Difficulties with phonological skills – especially the essential skills of phoneme blending, phoneme segmentation and the mental manipulation of phonemes in spoken words – often persist for dyslexic pupils. Many will have the development of these skills as IEP targets. It is important, therefore, to build in to the phonics programme activities that will help build these skills at the same time as reinforcing the learning of spelling variations. Make-a-Word, Sound Swap and Scrubble are three examples of such activities. Word Attack Skills A vital element in the dyslexic pupil’s phonics programme is learning to apply the knowledge and skills he is gaining. Modelling and practice of this application help to establish the word-attack strategies for successful decoding and encoding, which are so often the greatest barriers to independent reading and writing. The staged approaches offered in Building Word-Attack Skills and Syllables in Reading and Spelling will help to break these barriers. The pupil’s cue sheets Using Word-Attack Strategies – Reading and Using Word-Attack Strategies – Spelling may also help the dyslexic pupil to develop an awareness of the range of self-help and self-monitoring strategies they can use.


ALPHABET SKILLS

To help the dyslexic pupil learn the alphabet inside out, the best techniques combine visual, auditory and kinaesthetic input. This will help the pupil to recall the sequence of the alphabet when working independently.

Lay out the alphabet on the floor in a rainbow shape so that the pupil can see the whole of the alphabet at the same time. This helps him to understand the position of each letter in relation to the others.

Explain that these are the only letters in our written language (26 of them) and that each represents a different sound. There are about 44 sounds in our spoken language, so the other sounds are represented by combinations of these letters. Activities

Ask the pupil to

• Say the alphabet while pointing to each letter

• Stand on or step next to each letter while saying the alphabet

• Say which letter is first

• Say which letter is last

• Say which are the middle two letters

• Shut his eyes, point to the last letter and say what it is

• Do this with first and middle letters Carry out these activities at each session until the pupil is secure with these skills.

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ALPHABET SKILLS – P.2 Development

• Ask the pupil to lay out the alphabet encouraging him to say it aloud as a prompt. [Have it written down somewhere so that if he stumbles he can look at it and then carry on.] Repeat the activities above as revision.

• Progress to “say the first 4 letters”, “say the last 4 letters”, “say the 4 middle letters”, etc.

• Give starting points and ask the pupil to say the next letter

• Give starting points and ask the pupil to say the next 2, 3 letters etc.

• Give starting points and ask pupil to say the letter that comes just before

• Take away a letter (having covered pupil’s eyes while doing so) and ask what is missing

• Any other activities that will help the pupil to be familiar with the sequence and the position of each letter can be added.

Extension

To help the pupil manage without the alphabet letters as prompts, the following stages can be followed:

• Ask the pupil to set out the grapheme cards but then turn over the cards. Ask him to point to different letters or sounds. Check by turning over cards again if necessary.

• Have no cards and ask pupil to point to the position of different letters or sounds.

• Reproduce the shape of the Spelling Arc on an A5 card with a small shape representing each letter. Ask pupil to indicate where different letters or sounds would be.

• Do the same on his table • Ask pupil to visualise the Spelling Arc in his ‘mind’s eye’ and ask

questions about the relative position of letters.


ALPHABET TRACKING AND SEQUENCING Knowledge of the alphabet sequence, and the ability to locate specific letters at speed, are important in many ways as pupils make increasing use of resource materials. These skills are often very difficult for dyslexic pupils to acquire, since they rely heavily on sequential memory. Many dyslexic pupils remain insecure in these skills, especially under pressure, despite regularly working with the alphabet in many forms. Some will need the additional practice and reinforcement of specifically designed tasks to enhance their fluency in using the alphabet sequence. Alphabet Tracking 1 and 2 These activities – two forms of the same exercise – will help to build alphabet knowledge and facilitate fluency. They are timed, to create motivation to ‘beat your own record’ over regular use, and also to monitor progress in speed and fluency. The pupil tracks the lines of letters, circling the letters of the alphabet in sequence as he moves from left to right along the lines, until all letters from a to z are circled in the right order. The time in minutes and seconds is recorded, with the aim of increasing speed on successive attempts. Alphabet Sequencing 1 and 2 Again these alternate forms of the activity are designed to help build the pupil’s alphabet sequencing skills by filling in the right missing letters. Each line of the exercise is a separate sequence, beginning at a different point in the alphabet. The time taken to complete all the lines correctly is recorded so that progress in fluency can be monitored. As in the Alphabet Tracking activities above, the lines of letters are produced in different colours to assist the pupil with visual tracking difficulties to keep his place more easily.

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ALPHABET TRACKING 1

How fast can you circle the letters in alphabetical

order?

Name_________________Date________

a m f h t x b s g o r b c x z d

n f v e g f e g x c b z h w f i j

b s a x k y l w e d s m y b f n

y o r t f g p a x q c v f r g b c

k s f t v e h u s f l p v s w e n

g r s a x f d e i o h t y g z ____ minutes and ____ seconds

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ALPHABET TRACKING 2

How fast can you circle the letters in alphabetical

order? Name_________________ Date_____________

s t a f u m b e t c y u d o p g

e f i m e t g a c t h r t i d b j

e w v k u l e t y m d o w v n y

o g v e x p g u o q d r g u m r i

s v n t h m o p u e v s t u m b

w a z r x d g y s w y m o p d z

____ minutes and ____ seconds

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ALPHABET SEQUENCING 1

How fast can you fill in the gaps?

Name_________________Date________ a b c _ e f _ h _ j k l _ n o _ g h _ j _ l m n _ p q _ _ t u _ j k l _ n o _ q r _ t u v _ x _ z c d _ f g _ _ j k _ _ n o p _ r f g h _ _ k l _ n _ p _ _ s t _ ____ minutes and ____seconds

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ALPHABET SEQUENCING 2

How fast can you fill in the gaps?

Name_________________Date________ d e _ g h _ j _ _ m n o _ q _ s b c _ e f g _ _ j k _ m _ _ p _ i j _ l _ _ o p q _ _ t u _ w _ e f g _ _ j _ l m n _ p _ _ s _ a _ _ d e _ g _ i _ k l _ n _ p ____ minutes and ____seconds

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WESFORD 2 - Dyslexia Resources File Literacy – Phonics ____________________________________________________________________________________________________________

THE ‘RAINBOW’ ALPHABET

For Dictionary work the alphabet can be divided into quartiles (which divide the dictionary into four fairly equal parts).

1st Quartile – A-D 2nd Quartile – E-M 3rd Quartile – N-S 4th Quartile – T-Z In the early stages these quartiles can be used to divide the alphabet up into sections for learning the sequence of letters. Pupils can be timed in setting out each quartile, and try to ‘beat their own record’ each time. Later the quartiles can help with learning to use a dictionary quickly and accurately.

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WESFORD 2 - Dyslexia Resources File Literacy – Phonics ____________________________________________________________________________________________________________

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VOICED AND UNVOICED CONSONANTS Some children, particularly dyslexic pupils experiencing problems with aspects of phonological awareness and those with quiet voices, find it difficult to discriminate between voiced and unvoiced consonants. This is often reflected in their reading and spelling.

In reading they may ‘sound out’ the phonemes correctly, but because the sound they are producing is unclear they may blend these together inaccurately.

In spelling they may segment a word correctly, but the phonemes may be articulated so softly that the pupil ‘hears’ the unvoiced version instead of the voiced one and selects the wrong grapheme.

Consonants that are frequently confused in this way are:

Voiced Unvoiced

b p d t v f g k j ch z s How to Help

The pupil who is making this type of error should be encouraged to articulate clearly and more loudly. Lots of scope here for noisy games!

The difference between the two types of sound can be taught by getting the pupil to: • Feel his neck near the larynx when speaking the sounds, or • Cover his ears and hear the difference between the voiced and

unvoiced phonemes

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WESFORD 2 - Dyslexia Resources File Literacy – Phonics _______________________________________________________________________________________________________________

THE SPELLING ARC

a-e

ay

ai

ea ss

ll

ch

sh

th

m n

z a

The basic ‘alphabet’ grapheme cards are placed along an inner arc, while other spelling pattern graphemes (the variations for the spelling of particular phonemes) are placed on an outer arc. The grapheme cards can be secured by attaching small pieces of Velcro to the base-board and the backs of the cards. A Velcro strip attached at the base of the arc can be used to place grapheme cards to construct words. The Spelling Arc can be used for a variety of word-building, blending and segmentation games. 64


PHONICS

Early Phonics – the ‘Basic Code’

For some dyslexic pupils an individualised, ‘fresh start’ programme will be needed to teach them how to deal with the alphabetic code. The first stage is to make sure that all single grapheme/phoneme associations (alphabet) are secure. For this purpose it will be important to explain that for reading and spelling the speech sound that the letters represent is the important thing, and to focus on this exclusively. A group of graphemes/phonemes can be worked on at a time using plastic or wooden letters, letter cards or tiles. The Spelling Arc can also be used for grapheme/phoneme practice and for word-building. The aim will be the rapid recall of phoneme from grapheme and grapheme from phoneme. Initially activities should be as multisensory as possible.

Spelling Variations

EXPLICITLY TEACH that: • Spelling/writing is the representation of speech sounds (phonemes) by

letters • Some phonemes are represented by more than one letter in

combination (i.e. spelling pattern). Representations of phonemes are called graphemes.

• Some phonemes can be spelled in more than one way (e.g. bone, boat, toe, snow) – these are spelling variations.

• Some graphemes represent more than one phoneme (e.g. slow, town) • Learning to be good reader and speller means learning the variations

and practising the skills of choosing the right one for the word!

METHOD

This method, fully appropriate for dyslexic pupils (and others who are struggling with word-level skills) introduces the variations for spelling particular phonemes one at a time in a logical, step-by-step manner. It allows for the necessary amount of practice and reinforcement, and promotes the development of orthographic skills (‘knowing’ which spelling variation is right for the word). It also avoids the learning of complex ‘rules’, and the confusing realisation that these do not work – there are too many exceptions. The Spelling Arc and grapheme cards are used as the basic teaching materials, which can be supplemented with a variety of activities and games from many sources.

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PHONICS – P.2

Resources that are readily available in school such as Progression in phonics: materials for whole-class teaching (DfES) and other materials from the National Literacy Strategy can provide a useful framework. A list of the (approximately) 44 phonemes and the common graphemes that represent them can be found on pp. 5-6 of Progression in Phonics, which also contains guidelines for a suggested teaching order.

The Stages

• Select a phoneme to start. The choice will depend on the pupil’s level of knowledge and skill. It may be a consonant phoneme (such as ‘d’ which has just two common spelling variations – d and dd, or ‘k’ which has at least four) or a vowel phoneme (such as ‘o’ which has two variations or ‘oe’ which has several). The variations will be introduced one at a time, starting with the most common. Example: ‘ae’.

• Select the first spelling variation. Tell the pupil that he is going to learn the spelling variations that can spell the chosen phoneme, starting with this one. Example: ‘ai’ .

• Write the spelling variation on a sheet or workbook, using cursive script. Ask the pupil to trace over it cursively – the Rainbow Writing technique can be used where the pupil traces over the letters cursively in different colours – saying the sound aloud each time. The pupil should aim to increase fluency.

• Make a grapheme card for the Spelling Arc. Give the pupil a common word containing this pattern to make on the Spelling Arc. (If possible, choose one that can be illustrated.) Ask the pupil to write this word, using cursive script, in his Word Bank next to the heading of this spelling variation, and to do a small drawing to illustrate it. This will be his ‘reference word’. Example: ‘rain’.

• Make more common words with this spelling variation (but ONLY words

in which it represents the selected phoneme) on the Spelling Arc, encouraging the pupil to think of some. If the pupil makes a word that should have a different spelling variation, simply say ‘That word does contain the sound ‘ae’ but uses a different spelling variation, which we’ll learn later’. Example: ‘grait’.

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PHONICS – P.3 • Record a selection of the most common or useful words using this

spelling variation in the pupil’s Word Bank. These can be used as target words for self-correction in written work across the curriculum.

• Use of this spelling variation should be reinforced, alongside the development of phonological skills, by carrying out activities such as Make-a-Word, Sound Swap and Scrubble on the Spelling Arc.

• Once the pupil is sure of this spelling variation, select another variation for the same phoneme (the next most common) and introduce this one, repeating the above stages.

Spelling Choices

• Once more than one spelling variation for the same phoneme has been learned and practised, the pupil can begin to develop an awareness of when to use each one correctly (orthographic skills). The Spelling Choices activity can now be carried out. This should be repeated regularly, each time with scores kept for ‘accuracy rate’ (e.g. 6 out of 10 spellings selected correctly). The aim will be for the pupil to increase his rate of accuracy over time.

• As each new spelling variation for the selected phoneme is introduced and learned following the outlined stages, an extra column can be added to the Spelling Choices grid, and the routine repeated as above.


PHONICS – READING CARDS These cards can be used for individual reinforcement and reference when the pupil is learning new grapheme/phoneme associations for reading. • The grapheme is written on a small ‘cue card’.

• A ‘cue word’ is chosen and written on the reverse. The word should start with the grapheme (if a short vowel, consonant or consonant digraph) or contain the grapheme (if a vowel digraph). The pupil draws or glues a small picture below the word to represent it.

• The pupil looks at the grapheme on the front of the card, says the cue word, then says the target phoneme (e.g. ‘flower – ow’)

• If the pupil cannot recall the cue word when he looks at the grapheme alone, he can turn the card over to look at the picture as a prompt.

• When the same grapheme is learned to represent a different phoneme, it can either be added to the card or a new card attached to the original one. The pupil then responds to the grapheme by saying both cue words and their phonemes (e.g. ‘flower – ow, snow – ow’).

• In daily practice sessions the pupil goes through his pack of cards following the procedure above, with adult supervision.

flower (ow)

ow

ow

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PHONICS – SPELLING CARDS These cards can be used for individual reinforcement and reference when the pupil is learning new phoneme/grapheme associations for spelling. • The grapheme is written on a small ‘cue card’.

• A ‘cue word’ is chosen and written on the reverse. The word should start with the grapheme (if a short vowel, consonant or consonant digraph) or contain the grapheme (if a vowel digraph). The pupil draws or glues a small picture below the word to represent it.

• The adult reads aloud the phoneme and the cue word.

• The pupil responds by saying the phoneme, the cue word and the spelling of the grapheme, then writes the grapheme (preferably in cursive script (e.g. ‘or – horse – or’)

• When a new spelling variation of the same phoneme is introduced, the new grapheme is either added to the same card or a new card can be made and attached to the original one.

• In daily practice sessions the adult goes through the pack of cards following the procedure above, and the pupil responds as above to each one.

horse (or)

or

or

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SPELLING CHOICES

As the spelling variations are taught, activities should also focus on the selection of correct ‘spelling choices’ for particular words. The choices can be written at the top of a sheet, and common words containing the appropriate phoneme dictated one at a time. The pupil writes the word under each heading he thinks may possibly be correct, and then selects the one he thinks is actually correct by crossing out the others. This can be checked using the Word Bank, spelling dictionary or spellchecker. The aim is to increase the pupil’s rate of accuracy in selecting the correct spelling variation.

Examples

c

k

ck

ch

cat luc ciss

Cristmas

kat luk kiss

Kristmas

ckat luck ckiss

Ckristmas

chat luch chiss

Christmas

oa

ow

o-e

o boat sloa goa hoal

bowt slow gow howl

bote sloe goe hole

bot slo go hol

Score Number Correct: out of

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SPELLING CHOICES Write the words using all the variations. Cross out the ones

you think are wrong. Check them.

Name________________________________ Date_____________

Score: out of

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WESFORD 2 – Dyslexia Resources File Literacy – Phonics _______________________________________________________________________________________________________________

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SPELLING VARIATIONS CARD

WHICH SPELLING SHALL I USE?

ā ē ī ō ū a-e

cake e-e

here i-e fire

o-e hope

u-e cute

ai rain

e me

y sky

ow show

ew new

ay stay

ee see

igh high

oa boat

ue cue

eigh weigh

ea eat

ie pie

oe toe

ey key

y mummy

WESFORD 2 – Dyslexia Resources File Literacy – Phonics _______________________________________________________________________________________________________________

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HOW TO USE THE SPELLING VARIATIONS CARD

4. When the pupil is confident in using the card with support, an agreement should be made between the pupil, the TA and the teacher that he is ready to use the card independently in the classroom. This is a vital step and success is of the utmost importance. Specific lessons can be agreed with the teacher for the pupil to use the card. In this way all involved can monitor progress.

3. To help him do this, time should be spent practising its use as a prompt. This may require several sessions that are structured to help develop effective use and independence.

1. After a new vowel phoneme and the alternative graphemes for spelling it have been taught (see Phonics and Phonological Skills and Phonics) the graphemes can be written onto a card (bookmark), each with a cue word.

2. The adult should explain that the card will aid the pupil in using the graphemes correctly when writing independently.

a) Practise with the card face up b) Practise with the card face down so that the pupil

begins to visualise what is on the other side

5. As the pupil becomes confident in using the card, and after work on a further phoneme has been completed, a new phoneme/grapheme card can be introduced with the first phoneme on as well as the second. Gradually the information on the card can be expanded to support the use of all the long vowel phoneme/grapheme variations. See example.

c) Remove the card to a slightly distant position, reinforcing the visualisation process

ē ee see ea eat ey key e-e here e me

WESFORD 2 – Dyslexia Resources File Literacy – Phonics __________________________________________________________________

PHONOLOGICAL SKILLS AND PHONICS • BLENDING PHONEMES – to ‘hear’ word when given separately spoken

sounds (e.g. ‘s – t – a – m – p’ = stamp)

• SEGMENTATION OF PHONEMES – to give separate phonemes in sequence for spoken word (e.g. ‘stamp’ = s – t – a – m - p)

• MANIPULATION OF PHONEMES – to mentally delete or replace phonemes in spoken word (e.g. stamp without the ‘m’ sound is ‘stap’)

These three skills are vitally important in literacy development. Dyslexic pupils working on these may need specific individual targets (e.g. ‘To blend, segment and manipulate the phonemes in four-phoneme words with consistent accuracy’). COMBINING PHONEMIC SKILLS WITH PHONICS Work on the development of these skills should proceed alongside work on extending knowledge of phonic patterns. Useful activities are those involving the manipulation of graphemes (letter shapes/tiles/cards) to construct, segment and blend words and to manipulate the letters/sounds to create new words (see Spelling Arc). If such activities form the core of the word-level work, the two elements (phoneme skills and phonic knowledge) can combine. As each new spelling pattern is introduced, it can be added on a card to the grapheme collection and used in the activities.

USING THE SKILLS IN READING AND WRITING When a pupil has acquired the skills of blending, segmenting and manipulating phonemes in, say, four-sound words, and knows the above techniques, he must then learn to USE these – it does not happen automatically! The • Sound-by-Sound Mapping (say the sounds in sequence and select a

grapheme for each one in turn) technique for spelling and the • Point-Sound-Blend (point to each grapheme and say the sound aloud,

repeating the process until the word can be read) technique for decoding and for checking spelling

need to become established as reading and spelling strategies in independent work. It is vital to make this explicit with regular modelling, discussion and practice.

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PHONOLOGICAL SKILLS AND PHONICS P.2 GENERALISATION TARGETS

This process may need to be a target in itself. Methods can be devised with the pupil and those who work with him to record, measure and monitor the frequency with which he uses the techniques as strategies independently in reading and written work, encouraging and rewarding this until it becomes ‘automatic’.


PHONOLOGICAL SKILLS AND PHONICS

MAKE-A-WORD

An individual or small-group activity to practise phoneme blending and segmentation skills as well as the use of targeted spelling patterns.

Resources

• A set of grapheme cards laid out in an alphabetical arc (e.g. The Spelling Arc)

• Paper and pencils

Tips

• Treat consonant ‘blends’ as separate sounds.

• Pronounce ‘unvoiced’ consonants as pure sounds – ‘c’, not ‘cuh’.

Instructions

• Choose an appropriate word (the type the pupils are currently working on , e.g. ccvc). Say the word clearly.

• Pupil says the word slowly, sound by sound.

• Pupil repeats the word sound by sound, selecting a grapheme card for each sound in turn and laying them out in sequence below the arc (Sound-by-Sound Mapping technique).

• Pupil repeats word again slowly to check, pointing to each grapheme in turn as s/he says the sound (Point-Sound-Blend technique).

• Adult points out any errors and helps pupil to self-correct.

• Adult covers the word. Pupil says word sound by sound and writes the word down.

• Pupil checks the word. In a group, the next pupil then takes a turn.

• Repeat process with further appropriate words. Move on to more complex words or add further grapheme cards only when pupil is fully secure with skills at this level.

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SOUND SWAP

A small-group activity to practise phoneme blending, segmentation and mental manipulation skills as well as the use of targeted spelling patterns. Resources



Tips

• Treat consonant blends as separate sounds.


Instructions

• Choose a word at the appropriate level. Lay out the grapheme cards to make the word.

• Pupil points to each grapheme, ‘sounds out’, and blends to read word. • Pupil has to change ONE grapheme card to make a new word. Pupil

‘sounds out’ and reads new word, recording it on a list and scoring one point for a correct word. (If a non-word is made, discuss whether anyone has heard of this or knows its meaning; agree to discard and give pupil another try.)

• Next pupil in turn has to change ONE letter to make a new word. Score in the same way.

• Continue until pupils have had same number of turns each and time or interest has run out! (N.B: To encourage attention to final or medial graphemes/phonemes these can be ‘weighted’ with extra points e.g. score 1 for changing a first grapheme, 2 for a last grapheme and 3 for a vowel.)

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SCRUBBLE

A small-group activity to practise phoneme blending, segmentation and mental manipulation skills as well as the use of targeted spelling patterns. Resources


• Some blank cards


Tips

• Treat consonant blends as separate sounds.


Instructions

• Choose a word at the appropriate level (e.g. frog). Lay out the grapheme cards to make the word.

• Pupil reads word pointing to each grapheme in turn and sounding out (Point-Sound-Blend technique).

• Cover each grapheme up with a blank card. Pupil points to each blank, says each ‘covered up’ sound in turn, and blends to say word.

• Adult checks pupils recall by pointing to blanks randomly for pupil to give sound.

• Adult points to one ‘blank space’ and asks “What would the word sound like without this one?” Pupil points to remaining spaces, says sounds (looking under card only if they have forgotten letter) and blends to say ‘word’ (e.g. ‘fog’/‘rog’/ ‘fro’).

• Adult covers another ‘blank space’ for next pupil to omit until all permutations (except omission of vowel) have been tried.

• Next pupil in turn has a new word and process is repeated, with a point scored for each correct go.

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BUILDING WORD-ATTACK SKILLS

READING

SPELLING

Stage 1 • Begin with c-v-c-c and c-c-v-c words,

e.g. ‘frog’ • Pupil looks at word • Pupil uses Point-Sound Blend technique

to sound out letter by letter cumulatively (e.g. f..r..fr..o..fro..g..frog). Repeat several times.

• Repeat with other words of same type

Stage 1 • Give same type of words orally • Pupil repeats word slowly so that he

can hear himself say it • Pupil writes the word using Sound-by-

Sound Mapping technique (segments). • Pupil reads back the word, again using

Point-Sound Blend technique .This is an important step as it teaches self-checking skills

Stage 2

Speed Read • Use Speedread Sheets to decode (read)

a number of c-v-c-c and c-c-v-c words at increasing speed

• Encourage same approach as above, but aim at rapid processing

Stage 2

Speedspell • Use Speedspell technique to encode

(spell) a number c-v-c-c and c-c-v-c words at increasing speed


Stage 3

Generalisation • Read sentences created by teacher

containing c-c-v-c/c-v-c-c words • Read a short piece of text containing

several c-c-v-c/c-v-c-c words

Stage 3

Generalisation • Dictate sentence containing c-c-v-c/c-

v-c-c words • Dictate a short piece of text

containing several c-c-v-c/c-v-c-c words

Stage 4

• Repeat process with more difficult words and words of more than one syllable

• Monitor independent use of cumulative blending technique and reward success

Stage 4

• Repeat process with more difficult words and words of more than one syllable

• Monitor independent use of phoneme segmentation technique and reward success

Each stage should ideally involve a short daily practice session (5-10 minutes). Each stage may last up to several weeks, depending on pupil’s rate of progress. It is vital that the pupil’s skills are secure at each stage before moving on.


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BUILDING WORD-ATTACK SKILLS -

SYLLABIFICATION

READING

SPELLING

Stage 1 • Begin with a 2-syllable word e.g. ‘window’ • Discuss where you could split the word

e.g. ‘win/dow’ or ‘wind/ow’ • Pupil uses cumulative blending technique

to decode first part. Repeat several times to hold it in memory.

• In same way pupil decodes second part. Repeat several times.

• Blend 2 parts together

Stage 1 • Give same word e.g. ‘window’ • Pupil gives number of syllables and

segments word into syllables • Pupil gives first syllable (e.g. ‘win’). Pupil

uses Sound-by-Sound Mapping technique to encode syllable and write it down

• Repeat word and ask pupil to say second syllable. Pupil encodes/writes as above

Stage 2

Speedread • Use Speedread Sheets to decode (read)

a number of 2-syllable words at increasing speed


Stage 2

Speed Spell • Use Speedspell technique to encode

(spell) a number of 2-syllable words at increasing speed


Stage 3

Generalisation • Read sentences containing one or more

2-syllable words • Read a short piece of text containing

several 2-syllable words • Promote/support use of above technique

Stage 3

Generalisation • Dictate sentences containing one or

more 2-syllable word • Dictate a short piece of text containing

several 2-syllable words • Promote/support use of above technique

Stage 4

• Monitor and ‘reward’ use of above technique in independent reading

• Repeat process with 3-syllable words

Stage 4

• Monitor and ‘reward’ use of above technique in independent reading

• Repeat process with 3-syllable words

Each stage should ideally involve a short daily practice session (5-10 minutes). Each stage may last up to several weeks, depending on pupil’s rate of progress. It is vital that the pupil’s skills are secure at each stage before moving on.


SYLLABLES IN READING AND SPELLING Awareness of Syllables

It is important to develop an awareness of syllables. Blending and segmenting syllables written words for reading and spelling are essential skills to develop once basic phoneme blending and segmentation have been established.

Initially, all activities involve spoken words only. Each type of activity should be repeated until the skills are secure and consistent.

First sensitise pupils to rhythm in speech through:

• Choral speaking • Poems • Raps • Chanting and clapping games

Then the rhythms of individual words can be explored through clapping, tapping or chanting the syllable ‘beats’. These can be recorded with a dot or star for each syllable.

Building Words from Syllables

• Adult speaks two syllables separately, ‘robot style’ • Pupil identifies the ‘hidden’ word • Once two-syllable words can be blended easily, move on to three, then

four

Breaking Words Down into Syllables

• Adult says a two-syllable word • Pupil identifies number of syllables • Pupil identifies the two syllables, saying each separately • Once two-syllable words can be segmented easily, move on to three,

then four

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SYLLABLES IN READING AND SPELLING – P.2 Manipulation

• Missing Syllables. Adult says a two-syllable word and asks pupil to say it with first syllable missing (e.g. ‘Can you say ‘starfish’ without the ‘star’?)

• Adult says a two-syllable word and asks pupil to say it with second syllable missing (e.g. ‘Can you say ‘window’ without the ‘dow’?)

• Syllable Switch. Adult asks pupil to reverse syllables in a spoken two-syllable word (e.g. ‘Can you say ‘jigsaw’ with the syllables the other way round?’ (‘sawjig’).

These activities can be linked to a variety of track games – for example, when the pupil lands on certain coloured squares, a syllable task has to be completed before an extra turn is won or a move is made.

Reading – Closed Syllables

Closed syllables have short vowel sounds and end with one or more consonants.

• Each syllable has a vowel. E.g.

trumpet

• Put a v above each vowel. In a closed syllable this will be a short vowel.

v v trumpet

• Put a c above the consonants between the two vowels.

vccv trumpet

• Put a line between the two consonants.

vc/cv trum/pet

• Say each syllable in turn. • Say the whole word.

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SYLLABLES IN READING AND SPELLING – P.3 Reading – Open Syllables

Open syllables end with a ‘long’ vowel sound. • Print a two-syllable word.

spider

• Put a v over each vowel.

v v spider

• Put a c over the consonant between.

vcv spider

• Put a line after the first vowel. This will be a long vowel.

v/cv spi/der

• Say each syllable in turn. • Say the whole word.

Identifying Syllables for Spelling

• Say the word. • Clap or tap the syllables. • Count the syllables. • Place a counter on the table for each syllable. • Point to the counters one by one, saying each syllable separately. • Write the syllables one at a time (ensuring that all phonemes are

represented). • Check the word in a spelling dictionary.

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SYLLABLES IN READING AND SPELLING – P.4 Tricky Final Syllables

• Write the word on a piece of card.

apple • Put a line before the last three letters.

ap/ple • Read each syllable carefully. • If the first syllable ends in a vowel it will be a long vowel (e.g.

ma/king).

‘tion’ Syllables

• Write the word on a strip of card, e.g.

conversation

• Put a line before the tion syllable.

conversa/tion

• Cut off the tion syllable with scissors. • Syllabify the rest of the word as appropriate.

con/ver/sa


SYLLABLES – WORD LISTS The following lists of words with two, three and four syllables may be useful when planning syllable activities. Two Syllables Three Syllables Four Syllables cornet computer rhinoceros monkey elephant television table umbrella cauliflower window aeroplane information software cucumber extinguisher flower telephone education minute raspberry brontosaurus settee engineer thermometer picture lemonade stegosaurus keyboard oxygen deliberate pavement banana telescopic cupboard vitamin binoculars engine violet discontinue puzzle restaurant supermarket paper gymnastics exterior pony newspaper fashionable washing difficult photographic coffee library dictionary contest criminal calculator dial addition radiator nappy sentences conversation melon pantomime decorations

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USING WORD-ATTACK STRATEGIES – READING

Stuck reading a word?

Look at the first few letters – can you guess it? Does it make sense?

NO? Then try one of these…

Sound out the letters – blend them.

h-e-l-i-c-o-p-t-er Does it make sense?

Break the word into syllables. Blend them.

hel – i – cop – ter Does it make sense?

Look at the picture.

Does it give you a clue?

Read the sentence and miss the word out. What word would make sense? ‘The___________________crashed into the sea’.

No good? ASK FOR HELP!

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USING WORD-ATTACK STRATEGIES – SPELLING

Stuck spelling a word?

Say all the sounds - write the letters for each sound. Check all the sounds are there.

Does it look right?

NO? Then try one of these…

Is the word in the room? Check walls and the board.

How many syllables can you hear? Try to write them.

croc-o-dile

Use a spelling dictionary.

Use your Word Bank.

Ask a friend.

No good? Write as many sounds as you can and carry on writing.

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WESFORD 2 – Dyslexia Resources File Literacy – Spelling Strategies __________________________________________________________________

SPELLING STRATEGIES The most successful dyslexic pupils at school tend to be those who have acknowledged, accepted, and learned about their dyslexia as a ‘learning difference’. It is important that, even at the earliest stages, they begin to feel they have some autonomy – some control over their own learning – and are able to make informed choices about what works for them. They cannot begin too early to develop the metacognition that will enable them to become successful independent students. The teaching of a range of spelling strategies, with plenty of guided practice in selecting and using these appropriately, will set them effectively on this road. Learning How To Learn – Some Spelling Strategies outlines several such self-help techniques. Reference skills can be taught (see Using the ‘ACE Spelling Dictionary’) and the Have-a-Go-Card and the Word Checker Card have proved useful spell-checking tools for many dyslexic writers. The Checking Spellings – Pupil Sheet and the 1-2-3 Check give suggested routines that can be taught, modelled, practised and eventually used independently to help pupils achieve success in the application of spelling skills.

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LEARNING HOW TO LEARN – SOME SPELLING STRATEGIES

Success depends on learning the strategy and not just the word. It is important to choose strategies that match the pupil’s preferences, strengths and learning style. Several of these spelling strategies are explained in more detail on following pages.

• LOOK for special visual features to remember, e.g • Word shape • Word length • Pattern of ascenders/descenders • Words within words • SYLLABLES – break word into syllables • Tap out word’s syllabic rhythm • Colour code syllables • Vowel counting • WRITING – practise writing word from memory • Cursive style helps fluency and kinaesthetic memory • ‘Chunking’ – preferably into syllables • Writing with eyes closed • ROOT WORDS – adding prefixes and suffixes • Word trees – can help those who need visual display • Semantic links – associations aid memory • WORD FAMILIES – common patterns • Personal word banks to use for checking • Encourages use of analogy

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LEARNING HOW TO LEARN – SOME SPELLING STRATEGIES P.2 • MNEMONICS – pupil’s own guided choice • Visual (e.g. associated with picture, graphic, word outline shape) • Auditory (e.g. acronyms) • Kinaesthetic (e.g. handwriting, letters or syllables counted on fingers) • LEARNING ‘RULES’ – rules-based approaches • E.g. Suffixing Rules • Follow hierarchy • Beware exceptions and complexities

• LOOK-SAY-COVER-WRITE-CHECK • Helps develop visual checking skills • Individual adaptations possible • Multisensory • PAIRED SPELLING • Makes use of peer partnerships • Encourages self-directed learning • SIMULTANEOUS ORAL SPELLING (S.O.S.) • Useful for those with severe difficulties • Helps those with weak visual skills • Multisensory

WESFORD 2 – Dyslexia Resources File Literacy – Spelling Strategies ________________________________________________________________________

USING THE ‘ACE SPELLING DICTIONARY’ (LDA)

‘ACE’ stands for ‘Aurally Encoded English’ Spelling Dictionary by Moseley & Nicol (see Bibliography for details). The dictionary is designed for dyslexic people, who have basic phonological skills but problems with spelling, to use as a spelling aid. Once mastered, it is easy to use.

Before using the ACE dictionary the pupil should be able to:

• Understand alphabetical order • Read numbers with 3 digits • Identify syllables in spoken words • Segment the first syllable into phonemes • Identify the first phoneme in a spoken word • Identify long and short vowels by sound, or by sound with picture as an aid • Reading at about the 8 year level

How to use the dictionary

1. You want to spell 'plaster'. Go to the index. 2. Look at pictures down the left-hand side. 3. Say the word, listen to it - how many syllables are there? 4. Listen to the first syllable. 5. Say the syllable and listen for its vowel. What is it? Is it long or short? If

uncertain look at the pictures on the index pages as these will help to identify the type of vowel.

6. Now say the first letter of the word - 'p'. 7. Look along 'p' until it crosses with the vowel sound - here you will find the

page number. 8. Find the page. 9. Listen to the number of syllables in the word and then refer to list with

corresponding number of asterisks. You will find the word on the list.

Using the dictionary independently.

It is helpful if some time is spent teaching and modeling use of the dictionary before the pupil begins to use it independently in the classroom. When the pupil is familiar with how the dictionary works, allow a few sessions for practising its use in the context of some unaided writing. Once the pupil 'sees' how easy it is to use, how it helps with spelling and enables him to use a wider vocabulary, he will be ready to have a go in the classroom with the support of his class teacher.

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HAVE-A-GO CARD This simple idea can be very effective for a pupil who is reluctant to experiment with spelling for ‘fear’ of getting the word wrong, or perhaps of being seen by his peers to do so. This difficulty with risk-taking is often a sign of the low self-esteem dyslexic pupils can develop when their difficulties remain misunderstood or unacknowledged by them or by others.

The Have-a-Go Card – a small, laminated card that can be discreetly placed inside an exercise book or folder – is used with a fine, wipe-off marker. The pupil can ‘try out’ a spelling he wants, for example the word written with several different spelling variations for a tricky vowel phoneme, without committing himself permanently to paper where errors can be seen by others. Having tried out the variations he can select the one he feels is correct, or ask for confirmation, then quickly wipe off the remaining attempts. This will help remove barriers to the pupil’s development of essential visual checking skills for spelling, and may also in time help rebuild self-esteem.

Have-a-Go Card

complet complete √ compleat compleet

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WORD CHECKER CARD This simple card can be used by a pupil to check his own work for target spellings. It is particularly useful for the dyslexic pupil who finds it difficult to focus attention on more than one thing at a time, and who needs distractors removed. The card can have the target word or words written on it for easy reference. The card can then be laminated for durability.

The card is moved left-to-right over each line of writing to be checked, so that the words appear one at a time in the ‘window’. In this way each word is isolated from its context so that the pupil does not become distracted by the content. The pupil can then focus exclusively on the word’s structure and spelling, making visual comparisons between the word in the ‘window’ and the target words written on his Word Checker card. Spelling errors can often be spotted and corrected more easily using this technique. It can also help to develop or enhance visual spelling skills.

their because always could should

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CHECKING SPELLINGS – PUPIL SHEET

CHECKING YOUR SPELLINGS

1. Say the word and listen to

the sounds

2. Write the word one sound at a time – in your best writing

3 Check that all the sounds are

there by reading it back one sound at a time

4. Look at the word – does it

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look right?

5. If not, write some other versions

6. Keep the one that looks right

?

and cross out the rest


1 2 3 CHECK This is a method for checking written work. It particularly benefits the dyslexic pupil as it breaks the task up into stages, encouraging full attention to ONE aspect at a time.

1 The Content Check

Pupil reads through carefully to check for sense, meaning, omissions etc.

2 The Punctuation Check

Pupil re-reads, checking carefully for full stops, capital letters, commas, speech marks etc. (depending on level – give clear guidelines).

3 The Spelling Check

• Pupil starts at THE END of the work and checks each word carefully for spelling. He specifically looks for spelling target words (if appropriate).

• Pupil underlines words he considers incorrect. • On a separate sheet or in a ‘Spelling Experiments’ book pupil tries

these words again. • Pupil gets someone to check these, or uses a spelling resource – this

may be his personal Word Bank containing his target words/spelling patterns.

• The spellings can now be corrected in the pupil’s work. • Pupil/adult can also record:

• Number of errors • Number of errors corrected • Number with more letters correct on second attempt

• Where scores are kept, the aim will be for pupil to beat his record next time.

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Promoting the Inclusion of Pupils with Dyslexia/SpLD in the Classroom 2007

SPELLING NOTEBOOK What is a Spelling Notebook? This is a resource that can be built up over a period of time with an individual or group requiring extra support with spelling. It is compiled as a means of recording learning within a spelling programme, becoming a useful resource which the pupil can be encouraged to use with increasing independence in class situations. The notebook itself would ideally be a hardback notebook divided into sections, or a small ring-binder file with dividers. Each section will contain information derived from a different approach to spelling work, and in combination these will provide a varied and flexible reference resource. Subject Words This section can be subdivided into subject headings, with a page for each curriculum area. These will contain words that are specific to each subject and which are likely to be less familiar and therefore trickier to spell than everyday vocabulary. If work is done on these words, especially prior to the start of a topic, the pupil often gains confidence in the topic and can deal more readily with the concepts represented by the words. Common Words This section will contain lists, possibly alphabetically organised, of high frequency or everyday vocabulary that is most likely to be required in the pupil’s written work. Words that have caused particular difficulty can be highlighted or listed on a separate page at the back of the section. Reminders can also be included of appropriate methods for learning the spellings – these will depend on the pupil’s optimum learning style. Spelling Choices This part can be subdivided into small sub-sections, one for each phoneme, each with a double page ruled into columns headed by the different graphemes or ‘Spelling Choices’ for that particular phoneme. It will be helpful to place the most common spelling choice first, then range the others in order of frequency. As work progresses and the various possible graphemes are introduced and practised, common words with each Spelling Choice can be listed under the appropriate headings. These lists, and the example words, can then be used as a reference source when the pupil is learning to check work and self-correct spelling errors.

Spelling Notebook Sandy Ball


Spelling Rules As spelling ‘rules’ are taught and learned, or orthographic conventions discovered (e.g. rules for adding suffixes, use of the apostrophe, etc.) they can be recorded in the most appropriate format in this section. In some cases this may be in words, in a series of statements with some examples – in others a more visual approach could be used with flow diagrams, pictures or charts. Prefixes and Suffixes Each of these could have a section of its own, in which common prefixes and suffixes are listed as they are learned, with their meanings and usages added. The section could also contain some useful root words with collections of ‘word families’ in which a prefix or suffix has been added to create associated words. Homophones These are often highly problematic for dyslexic learners, and time may need to be spent devising and learning ways to differentiate them. The words can be recorded, together with the pupil’s favoured strategy for remembering the differences in spelling linked to meaning. Mnemonics These may be useful for those difficult common words that are consistently misspelled by the dyslexic pupil. The most effective mnemonics are those invented by the pupil himself, as the personal associations will enhance recall and the style will be most likely to suit the individual. Mnemonics can be visual (pictures or cartoons, for example, that represent the word), auditory (such as acronyms or deliberate mispronunciations of words to emphasise their spelling), or even kinaesthetic, perhaps involving triggers for fine or gross motor movements. The mnemonics selected by the pupil for these tricky words can be recorded in this section. Uses As well as being a record of what has been learned in terms of spelling strategies, perhaps the best use for the Spelling Notebook is as a reference source for the pupil. It should be used AFTER a piece of written work has been completed to check spellings. It may be used in




conjunction with a checking routine such as the 1 2 3 Check or with a very specific set of self-correction targets to limit the task of checking to manageable proportions for the dyslexic pupil who makes many errors. It may be necessary for a time to adopt the regular use of the Spelling Notebook as a specific target in itself, until the pupil has become used to referring to it independently and routinely for written work.

WESFORD 2 – Dyslexia Resources File Literacy – Letter Formation and Handwriting __________________________________________________________________

LETTER FORMATION AND HANDWRITING

Some dyslexic pupils experience problems learning letter formation and handwriting, often struggling with the directionality and orientation of letters and joins. This can result in handwriting that lacks fluency, is slow and laborious to produce and difficult to read. Early intervention with a structured handwriting programme can help offset these difficulties. Many schools have their own preferred handwriting policy and programmes, which can be used in a structured way. Many specialist teachers and researchers advocate the teaching of cursive script from the very beginning, with letter-formation where every lower case letter begins with an entry stroke starting on the line, and finishes with an exit stroke again on the line (Cox, 1992). This eliminates the need to decide where to start each letter and which direction the pencil should move in. It also discourages letter reversals, and helps to develop motor fluency. Resources such as Write From The Start (LDA), consisting of structured sets of pupil worksheets with a Teacher’s Manual, can be a very useful addition to the school’s collection of resources for those who need additional support. Many teachers and researchers also feel that handwriting is an important and integral part of spelling. It is certainly widely accepted that good, fluent handwriting can enhance the learning of spellings. Guidance is given on general principles in Handwriting Skills, on best use of published resources in Visuo-Motor Skills and Handwriting, and on what to do about letter and number reversals in Reversals – Correction Techniques.

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HANDWRITING SKILLS

• Handwriting is an important visuo-motor skill.

• It supplements and enhances the learning of spelling if taught properly.

• Handwriting must be carefully taught, especially when trying to correct the handwriting difficulties common to many dyslexic pupils.

• It must be modelled at all times. Cursive is Best

Cursive handwriting is important, especially for dyslexic pupils, for several reasons:

• It reinforces left to right movement.

• Words are treated as whole units and this helps to fix the spelling in the long-term memory.

• It helps to eliminate reversals.

• It takes pressure off the short-term memory when letter patterns can be written on ‘automatic’ response.

• It helps fluency and writing speed Writing Aids

The following aids can help a dyslexic pupil learn (or re-learn) effective handwriting habits:

• Pen/pencil grips – triangular, or those moulded to the shape of the finger and thumb pads

• Triangular pens – e.g. Berol Handhuggers

• Special lined paper – red and blue lines for upper and lower case (from LDA and Taskmaster)

• Pastel coloured lined paper

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HANDWRITING SKILLS - P.2 Teaching Tips

• Is the pupil left or right handed? Remember to teach the correct sitting and paper positions for left or right working.

Left handed Right handed

• Introduce letter shapes one at a time in a multi-sensory manner. Practise each one

• in sand • using a variety of different pens, pencils, felt-tips, paint brushes etc. • in ‘rainbow’ colours • using large movements in the air (sky writing) • while ‘talking through’ the movements • by identifying using wooden or plastic letters in ‘feely’ bags.

• When teaching formation, make sure EVERY letter starts and finishes at the same points – this will support weak short-term memory and weak visual memory.

• Ensure a relaxed grip is achieved to avoid tiredness and heavy pressure, which can distort letters and slow down handwriting.


VISUO-MOTOR SKILLS AND HANDWRITING This method for using published sets of pre-handwriting and handwriting worksheets can help the dyslexic pupil to develop a more effective grasp of directionality, letter-formation and fluency in handwriting.

Preparation

• Photocopy the relevant worksheets and make them up into small booklets (e.g. one worksheets for each day in the week) providing for cumulative development.

• Ensure that one or two worksheets are repeated each time from previous weeks. This enables the teacher to monitor progress by making comparisons of the pupil’s performance over time. It also provides an opportunity for the pupil to look back over his work and see improvements.

Method

• The pupil carries out the exercises on the worksheet with adult supervision.

• The adult models for the pupil the verbalisation of the movements required (e.g. ‘Up, round and down…keep inside the lines carefully’)

• The pupil is encouraged to verbalise the movements aloud at first, until the adult is confident he can to this ‘internally’ without support.

• The adult stops the pupil before reaching the end of the worksheet, when there are just a few examples of the exercise left to complete. The adult asks the pupil to review what he has done, to select what he considers to be his ‘very best’ example, and to circle it in pencil. The pupil is then encouraged to describe the qualities that make this his best (e.g. ‘It stays on the line most’; ‘These are all the right height’; ‘This one is the roundest shape’, etc.).

• The pupil then completes the remaining examples, trying to reproduce the qualities he has just described to create his ‘best work’. He is encouraged to comment on his performance. In this way the adult helps the pupil develop a critical awareness of his own performance, enhancing the pupil’s own ‘self-feedback’ skills.

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REVERSALS – CORRECTION TECHNIQUES These techniques are useful for helping pupils overcome persistent problems with the reversal of letters or numbers. They can be used in the classroom with supervision from the teacher or teaching assistant, and many can be practised at home with parental support. Some may be better carried out away from the classroom or at home, depending on the age of the pupil.

Choose – or, better still, let the pupil choose – one particular letter or numeral and work on this one only for a period of three or four weeks, depending on the amount of support available. Concentrate on the chosen letter/numeral for this period and let other reversals go without comment.

These suggestions are not arranged in any priority order and can be selected to provide a good variety of activities. • Write the letter/numeral on a variety of textured surfaces, and

include formation guidelines such as ‘start here’ dots and directional arrows. Ask the pupil to trace over the letter/numeral with his finger, ‘feeling’ the movement required, saying the name of the letter/number each time. Get the pupil to do this also with his eyes closed. This can be made still more effective if the pupil also verbalises the move-ments (e.g. ‘Up, clockwise round halfway, back round, up and down – d’).

• Ask the pupil to write the chosen letter/numeral in as many different materials as possible (checking first that directionality and formation are correct): crayon, felt tip, white-board marker, chalk, paint, in water, in a shallow tray of sand or salt, etc. At times, get the pupil to write with eyes shut.

• Ask the pupil to practise writing the letter/numeral on his hand, on people’s backs, in the air, with a finger on the table, the door, the floor etc.

• Ask other people to trace a few letters/numerals on the pupil’s back including the target one (checking first to ensure that directionality and formation are correct), so that the pupil can guess which one is the target letter/numeral.

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REVERSALS – CORRECTION TECHCNIQUES – P.2 • Trace a big example of the letter/numeral in chalk on the playground

(or on a really large piece of paper) and ask the pupil to ‘walk through’ its formation. Repeat the ‘walking through’ without the model.

• Get the pupil to roll plasticene into thin strips and make the shape of

the letter/numeral, then trace over it with his finger showing the correct directionality and formation.

• Ask the pupil to make a very large example of the letter/numeral on a

big sheet of paper, then to see how many times they can write the target letter/numeral, legibly and in normal size, inside the large one.

• For ‘b’ and ‘d’ confusions, teach the pupil how to make these letters

with his hands, so that they know they always have a discreet check available. The pupil holds his hands out with palms facing him. The fingers are then curled inwards leaving the thumbs sticking upwards. The left hand makes a ‘b’ shape and the right hand a ‘d’ shape. To remember which is which, they make a ‘bed’ shape when the knuckles are brought together.

• Place a letter ‘d’ on the door and a letter ‘b’ on a bookshelf discreetly,

so that the pupil knows where to look for a reminder of the two letters’ different shapes and directionalities. Train the pupil to use these mnemonic techniques when checking their writing.

• Link the above activities where appropriate with cursive handwriting.

Ask the pupil to write words containing the target letter (e.g. ‘did’, ‘do’, ‘doodle’, bobble’ etc,).

When the four-week period is finished, repeat the process again selecting another persistently reversed letter or numeral. Depending on the pupil, you may want to have a ‘week off’ before starting the second one!

WESFORD 2 – Dyslexia Resources File Literacy – Reading and Comprehension __________________________________________________________________

READING AND COMPREHENSION Many dyslexic pupils with individualised literacy programmes, with their strong emphasis on word-level skills, will also need help to develop or extend the broader range of reading strategies. Although their comprehension is often comparatively strong, lack of opportunities for practice can lead to curtailed development. Paired Reading is a technique with well-known benefits to both dyslexics and others alike – it can help comprehension skills for dyslexic pupils by relieving the burden on decoding skills, so that ‘brain power’ is freed up for processing sense and meaning in the text. It also offers access to texts of a higher interest level than independent reading would allow, helping to build and sustain their motivation to read. The Sentence Checker Card has a wide range of uses, including the isolation of sentences or questions to eliminate distraction and aid focus in specific reading tasks. Reading comprehension skills are specifically addressed in Reading Comprehension – Reciprocal Teaching, adapted from the technique described in the work of Palincsar and Brown (1985) in the USA. This has been further adapted for use with individual pupils in Reading Comprehension – Reading for Meaning. Accessing Text for Information offers a structured approach to the modelling of higher-order reading skills, while Reading Comprehension – ‘Five Step’ Plan provides help in tackling comprehension tasks and research.

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PAIRED READING

This technique is based on the technique described by Topping and Lindsey (1992). It has a wide application but is especially useful in helping dyslexic pupils access texts and improve reading fluency.

WHAT IT IS FOR: • Access to texts above independent reading level • Development of confidence and motivation to read • Development of reading fluency and expression • Enhancing reading comprehension

HOW TO DO IT: Adult and learner read together: Reading together • Adult and learner read all text aloud • Adult adjusts speed so that pair read in unison • Adult provides all decoding so learner never gets ‘stuck’ • Adult and learner discuss text Reading alone • When learner becomes more confident, adult reads quietly or stops • This is phased gradually to allow building of confidence • When learner hesitates or makes an error, adult immediately offers

word and continues reading again • can signal learner’s readiness to System of agreed signs or prompts

read alone • Programme carried out consistently (ideally daily) • Learner selects own reading material where possible

No distractions • • Praise used frequ ently and consistently for reinforcement • Text and illustrations discussed after reading

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AIRED READING P.2

DVANTAGES

P

A• Good adult model is provided as reinforcement • Pacing of text aids development of word segmentation skills • Visual and auditory activity • Helps develops global reading strategy (combining visual, phonic and

contextual cues) through experience of fluency • Improves self-image • Avoids experience of failure • Enhances enjoyment of text and language • Models pronunciation, enhancing visual/auditory linking of difficult

words • Enhances comprehension and access to ideas


SENTENCE CHECKER CARD This card can be used to help the pupil isolate sentences in written work or in any text for a variety of purposes, such as • Checking sentences in independent writing for capitals and full stops,

or other punctuation targets • Isolating written questions in mathematics work • Isolating sentences or small sections of text to aid concentration

when reading

The card is moved slowly down over the text or written work so that isolated sentences or sections of text appear in the ‘window’. This enables the pupil to concentrate more effectively on his target (such as correct use of sentence punctuation) without being drawn into ‘reading on’ through the whole text and being distracted by its content. It also helps him to focus on one question at a time when used for reading questions in comprehension tasks or maths problems.

The card can be left blank so that it can be used flexibly, or it can have the specific target written on it as a reminder for the pupil.

Start each sentence with a CAPITAL LETTER

End each sentence with a FULL STOP.

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READING COMPREHENSION - RECIPROCAL TEACHING

(Based on work by Palincsar & Brown, 1985)

BASIC PRINCIPLES

• Aim: to improve comprehension skills. • For: students with reasonable decoding skills but difficulties with

comprehension and information access in reading. • Use with: groups (4 – 10); can be adapted for individual or class use.

Any age group. Any text at a suitable interest level within pupils’ decoding competence range (80% accuracy) – begin with simpler texts and gradually increase complexity. Best results reported when ‘real-task’ texts are used.

• Time Frame: frequent use with variety of texts. Supported practice to promote independence is an important element in the technique. 12-20 sessions over 3-8 weeks is the optimum reported frequency for pupils to show stable improvements.

COMPONENTS

• Four Techniques based on practice of good readers to aid comprehension.

• Special Teaching Method in which pupils take turns to run the group • Both these components are critical to success.

THE TECHNIQUES

The four techniques, used with each paragraph or section in turn, are

• SUMMARISE the main content in your own words. • CLARIFY anything you are not sure of (e.g. terminology, concepts,

sentence structure, apparent inconsistencies etc.). • QUESTION – ask a ‘test’ question that can be answered from the

paragraph. • PREDICT what will follow in the text.

Pupils should be told WHY, HOW and WHEN these techniques will be of greatest benefit to them.

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READING COMPREHENSION – RECIPROCAL TEACHING P.2 Summarising and asking a ‘test’ question’ are used after each segment of reading as key techniques. Difficulties with summarising can signal problems with understanding language of text. The idea of ‘the kind of question that might be asked in a test’ helps pupils to focus on general principles and main ideas in text. This may need discussion about what makes a ‘good’ question.

Clarification and prediction are used when appropriate for the text. Research shows that where they were omitted pupils did significantly less well than where all four techniques were used. Pupils may need encouragement and prompting to recognise need for clarification and to request it.

THE TEACHING METHOD

• Group reads through text in sections or paragraphs. • Teacher is initially leader. Teacher explains and models the 4

techniques, involving group in discussion and giving guidance about what makes a ‘good question’ and a ‘good answer’, making criteria explicit. This process of explanation and modelling makes underlying comprehension processes used by good readers overt, explicit and concrete.

• At next stage, pupils take turns as leaders, selecting others to contribute summary, questions etc. and trying to provide feedback (e.g. praise for a good point; eliciting further contributions if summary omitted any important information etc.).

• Emphasis moves away from idea of ‘right’ answer to common goal of establishing understanding through strategic use of the techniques.

• Teacher stays involved, promoting correct use of the techniques to achieve a better understanding of the text. Involvement can range from praise to reassure leader to complete modelling of leader’s role.

• As competence grows, teacher calls for increasingly sophisticated responses (shaping).

• As pupils gain expertise, control is moved to them, with teacher as facilitator/monitor, matching changing needs (scaffolded learning).

• Teacher gives plenty of explicit, targeted praise – the more precise, the more effective (e.g. ‘That’s a good question’ is less effective than ‘That question really asks for the main point – well done.’). Pupils who can give this type of feedback as leaders themselves are demonstrating their degree of understanding.

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READING COMPREHENSION – RECIPROCAL TEACHING P.3 • Tape-recording sessions at intervals can be useful. Interaction should

become less pupil-teacher and more pupil-pupil; pupils’ ‘imitations’ of leadership/teaching style gives feedback on how to adjust your own interventions.

‘TROUBLESHOOTING’

What should I do if pupils are starting from low base and have difficulty grasping the individual techniques? • Teach techniques explicitly one at a time using ‘real’ situations and

simple texts. Start combining them when pupils have developed some confidence. Once a start has been made, pupils will learn from the models of the teacher and each other through the RT process.

• Example activities to practise summarising: • Summarise activities/events from classroom/social experience. • Give 2 or 3 common examples of something, and produce one sentence to give main

point (e.g. ‘These are all examples of thoughtfulness to other people’). • Select the main idea or ‘topic sentence’ from straightforward paragraphs. • Produce own ‘main idea’ statement to link 3 or 4 short sentences.

What should I do if the pupils are at very different levels? • Try putting them into small (3-5) mixed-ability groups. Research

showed that the lowest performers caught up quickly by having not only the teacher but also better-performing pupils as models.

What should I do if some pupils seem ‘disengaged’ when they need to be learning the techniques? • Move quickly to sharing leadership around the group, even if this

means limiting to fairly simple summaries and questions. Accept less-than-perfect answers. Initially, participation is key goal, and being the ‘teacher’ brings a special type of involvement.

• Provide strong scaffold of support (e.g. model a correct ‘teacher’s comment’ and get pupil to repeat it. More sophisticated answers can be shaped as a next stage.


READING COMPREHENSION - READING FOR MEANING

This method is adapted from Reciprocal Teaching for use with individual pupils. It uses modelling and scaffolding to develop strategies that the successful reader needs in order to construct meaning from text. For best results it should be used a few times a week over a period of several weeks.

Any suitable text at an appropriate interest level can be used. The pupil should be able to decode most of it. It can be used as an introduction to new texts in any subject area of the curriculum.

Method

• The pupil reads the first paragraph/passage silently. After reading through, the pupil asks the adult to read any words he was unable to decode. He then reads the passage aloud. The adult supplies any words the pupil still finds difficult.

• The pupil asks for clarification of any words or parts of the text he does not understand. The adult gives explanations.

• The pupil formulates a question that can be answered by reference to the text. The adult answers the question.

• When question-formulation has become easy for the pupil, the idea of different types of question is introduced. The pupil then asks two questions each time:

⇒ A literal question that can be answered directly from the text (Who? What? Where? When?)

⇒ An inferential question that asks for deeper meaning (Why? How? Could? Would? What if?)

• The pupil summarises the passage in his own words.

• The pupil predicts what the following paragraph/ passage will be about (if appropriate).

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READING COMPREHENSION – READING FOR MEANING – P.2 The techniques of clarification, questioning, summarising and prediction should be introduced one at a time and practised until the pupil is confident. The adult demonstrates each technique, sharing her thoughts aloud, explaining any choices that she makes and modelling the use of language involved. She then prompts the pupil as he practises.

PRAISE is very important and should be specific e.g. ‘That was a good question because…’ ‘Well done, you pointed out all of the tricky words before you read aloud’. ‘You mentioned all of the important points in your summary’.


ACCESSING TEXT FOR INFORMATION

This is a structured method for teaching a reader how to access text when working independently.

Most children need to be taught how to do this but the dyslexic pupil will usually require a structured, cumulative approach with more time to learn and to practise before being confident enough to use it without help.

As able readers, we can sometimes assume that children understand what we are doing when reading to ourselves. They may not know that in fact we use different ways of accessing meaning depending on the purpose of the task.

It can be very helpful, therefore, if the adult models aloud how she would access the text. For instance if we need to get at information fast we do not begin at the top left hand corner and read every word in order. We scan the page quickly, then look for headings, pictures, sub headings, etc. What Is The Purpose?

There has to be good reason for spending time getting information from a series of abstract marks on a piece of paper. If the purpose is seen as merely a 'task' to get through then success is less likely. Therefore the purpose needs to be clear to the pupil. It may be for enjoyment, to get information from a book or newspaper, to answer questions on a worksheet or examination paper or to fill in a form. Modelling Accessing Information From Text

• Select a piece of text that might be used in the classroom (e.g. a worksheet or section from a textbook) or a comic, magazine etc. that is of interest.

• Say what you are doing and what the purpose is - what you are trying to find out.

• Talk out loud about what you are doing. • Try and remember to verbalise each step that you would normally

carry out automatically. For instance, when we are first presented with a piece of unfamiliar text we quickly scan across at least the first page to see if we can glean some of the meaning before we start delving into the body of the text.

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ACCESSING TEXT FOR INFORMATION – P.2 Example

'I wonder what this is about? Perhaps this writing is important as it is in large, bold letters. This picture may be helpful. Some of the writing is in slightly larger letters at the beginning so maybe I should start with that as well.'

• As you work at this, verbalise what you are finding so that the pupil can see and hear how the information is gained from each step you take, and how one step leads to another. This process is essential if the pupil is to understand the reasoning behind what you are doing and therefore be willing to take on the strategy and try it out for himself.

Structure

All learning is more effective when it is broken down into very small steps. In this way you can ensure that each step is underpinned by a solid base.

The stages of learning this strategy may look like this.

1. Look at the whole. Which bits might tell you what it is about?

2. Look at and talk about any pictures. What do they tell you?

3. Are there any words or sentences in large print? Try reading these. Highlight the words so that they stand out.

4. Discuss this and write down the ‘rules’ together in a format that can be read by the pupil. These ‘rules’ will become a routine the pupil knows he has to follow if he wants to get at the overall meaning of the text. Imagine how reassuring this can be when faced with a paper during examinations.

5. Model this on several occasions using text from different sources, each time referring to the procedure/routine and encouraging the pupil to follow with you. This may take 3 or 4 sessions but it will be time well spent.

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ACCESSING TEXT FOR INFORMATION – P.3 6. When the pupil is ready he can begin to work through the routine

himself, talking it through as he works. This talking aloud is important as it helps to reinforce the routine and enables the pupil to carry it out when working independently.

7. Once the pupil has reached a stage where he is really comfortable, that is, he can tell you what the routine is and then carry it out, he will be ready to practise on his own, with monitoring and encouragement.

The link between practising this strategy with individual support and using it independently needs to be carefully planned. The class teacher needs to select an appropriate lesson where the pupil can try out his newly acquired strategy. Teaching Assistant, pupil and class teacher need to agree this so that together feedback can be given as to how it worked.

Success is essential if the pupil is to make long-term gains from the experience and make independent, strategic choices about how to access meaning from text.


‘FIVE STEP’ PLAN This could be used as a ‘template’ for older KS2 dyslexic pupils who need a structured approach to reading for information. 1. Read the TITLE and HEADINGS and anything in bold type or italics. • What do you know about this topic?

• What do you predict the writing will be about?

2. Study any PICTURES, DIAGRAMS or GRAPHS. Read any CAPTIONS • Think: what questions would you like to ask?

3. Read the questions or instructions telling you what to do. • What do you think the answers will be? 4. Highlight the KEY words in the questions or task. There are two kinds of KEY words: • Activity words – tell you what to do (e.g. list, compare, describe

explain) • Content words – tell important facts or ideas. Use different colours for the two kinds of KEY words. 5. Read, skim or scan the text for the answers. • Were you right in your prediction?

Adapted from Geraldine Price, University of Southampton, 1999

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WESFORD 2 – Dyslexia Resources File Literacy – Writing in Class __________________________________________________________________

WRITING IN CLASS Difficulties with working memory, sequencing and organisation can lead to problems for the dyslexic pupil in structuring and ordering their ideas for writing. The Writing Web provides a very effective tool which, unlike many other similar-looking formats, has the dual benefit of breaking the task down into small, manageable steps as well as removing the need to sequence ideas while generating them. In other words, ideas can be ‘brainstormed’ and developed in any order and at any level of skill, focusing on just one at a time, and only then are they sequenced in a way that is appropriate for the content. Recording ideas in this way is often far easier, quicker and more motivating for the dyslexic pupil. Story Writing – Pupil Guide, together with Writing – Useful Words Chart, provides the pupil with cue sheets for ideas to help extend a variety of story-writing skills. If the dyslexic pupil finds the coloured fonts distracting and difficult to read, the word chart could be produced in a black-and-white format with the Comic Sans or other appropriate font. Many parents are willing and able to help their dyslexic child at home, but need guidance as to the best methods and approaches. Some activities that can be of great benefit are better suited to home than to school. Fun With Spelling and Writing – Guidance For Parents is a very useful resource to help in planning home-based support and reinforcement for spelling and writing targets. Ideas can be taken from this individually, or the whole list can be copied and given to parents so that they can select different activities to provide variety and fun.

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Writing Web NAME DATE

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THE WRITING WEB

Write title or topic heading in centre box. ‘Brainstorm’ main ideas to be included, in any order. Record as ‘trigger’ words in long top boxes. One at a time, in any order, elaborate on these by writing sentence(s), making notes, or drawing pictures/diagrams in large boxes beneath. Decide on appropriate order/sequence, and write numbers in small top boxes. Keep the Writing Web as a finished product, write or type out to produce a piece of written work, or use as planner for a talk or tape.

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STORY WRITING – PUPIL GUIDE

PLAN

Do this first. Use the Writing Web, or some other plan. Make sure your story has

BEGINNING MIDDLE END Make this interesting Think what will Think of a good and exciting happen in the story one, not just ‘Then we went home’.

INTERESTING WORDS Try to think of some you can put in your story before you start writing it.

PUNCTUATION Make sure you remember what you have learned about

CHECK

Remember to use the 1 2 3 Check at the end, before you hand it in.

C . , “ ” ! ? CAPITAL FULL COMMAS SPEECH EXCLAMATION QUESTION LETTERS STOPS MARKS MARKS MARKS

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WRITING – USEFUL WORDS CHART

Use different linking words: Some phrases to add interest and excitement to your story:

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WRITING – USEFUL WORDS CHART – P.2 Use different describing words to make your story sound great:

Adjectives

Adverbs


FUN WITH SPELLING AND WRITING – GUIDANCE FOR PARENTS

Rainbow Writing For practising letters or words.

• Adult writes the letter or word in pencil. • Child chooses four or more different coloured pens. • Child traces over the letter or word once with each colour, saying the

letter or word aloud each time. Writing with Eyes Closed • Child reads the target word. • Child closes eyes and ‘writes’ the word in the air. • Child now writes the word on a large sheet of paper with his eyes shut. • It doesn’t matter if the handwriting is poor – aim for correct spelling! Make a Jigsaw

• Carefully print words in large letters on sticky labels (or on paper with

glue available). • Cut between each letter to make a jigsaw puzzle. • Mix up the pieces. The child puts the words back together again. • The jigsaw can be stuck into a spelling activity book.

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FUN WITH SPELLING AND WRITING – GUIDANCE FOR PARENTS – P.2 Make a Wordsearch • Draw a box ten squares along and ten squares down on squared paper. • Make a wordsearch using all of the week’s target words. (The adult can

make the wordsearch for the child, or the child can make one for the adult).

• The words can be written in any consecutive squares left-to-right, top-to-bottom or diagonally. The remaining squares are filled with any random letters to ‘disguise’ the target words.

• Find the words in the grid and highlight them. Letter-By-Letter This is designed to help children sequence letters in a word from left to right. • Write a target word on a piece of paper. • Draw a left-to-right arrow on another piece of card. • Place the arrow over the word and reveal the letters one by one,

getting the child to say their names out loud. • As each letter is revealed the child writes it down: w we wen went

w

went

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FUN WITH SPELLING AND WRITING – GUIDANCE FOR PARENTS – P.3 • The child reads the whole word aloud. • The child writes the word as a whole. Write a Sentence

• Write one sentence for each word in the spelling list. • The child uses a highlighter pen to highlight the target word in each

sentence. • Check the spelling carefully.

(In this activity the child or the adult can write the sentence for the target word to be highlighted.) Highlighted Spelling • The adult writes the target words in a thick highlighter pen. • The child traces over the words using pencil, trying to stay in the

middle of the highlighter lines. • The child closes his eyes and writes the word from memory. • The child checks the spelling carefully. Magic Pens

• The adult writes the letters or words with different coloured ‘magic

pens’ (available from WH Smith, stationers, etc.). • The child traces over the word with the ‘white’ pen and it ‘magically’

changes colour.

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FUN WITH SPELLING AND WRITING – GUIDANCE FOR PARENTS – P.4 Magnetic Words

• Make the target words using magnetic letters sticking them on any metal surface such as the fridge or washing machine.

• Jumble the letters up. • Ask the child to spot the mistakes and correct them by re-forming

the words. Fingers! Use a range of materials in which the child can write and make his words and letters.

• Put paint in an old tray and encourage the child to finger paint the target letters or words in the paint and then on to paper.

• Put sand, salt or seeds in an old tray and encourage the child to write the words or letters.

• Use play dough to make the letters or words by rolling and shaping it. Making pastry or bread dough together is also excellent for this.

DON’T UNDERESTIMATE THE POWER OF PRAISE AND ENCOURAGEMENT!

IF THE CHILD BEGINS TO SEE HIMSELF AS A STHEN HIS SPELLING WILL PROGRESS

PELLER

WESFORD 2


WESFORD 2 – Dyslexia Resources File Mathematics – Contents __________________________________________________________________

WESFORD 2 - DYSLEXIA RESOURCES FILE MATHEMATICS

CONTENTS

Page Dyslexia and Mathematical Difficulties 135 Mathematics – Potential Problems for Dyslexic Learners 136 Mathematics – Assessment 139 Number Bonds – Assessment 141 Number Bonds – Checklist of Skills and Concepts 142 Number Bonds – Informal Assessment Tasks 143 Numeral Cards 148 Array Cards 149 Mathematical Learning Styles 150 Number Skills 153 Concept-Building Hierarchy 155 Number Bonds – Stages of Learning 157 Number Bonds Programme – Example 158 Numberspeed 161 Numberspeed Record Sheet – number bonds 163 Numberspeed Record Sheet – times tables 165 Using Array Cards 167 Number Flip 168 Number Bonds – Memory Strategies 171 Personal Number Line 173 Number Line Activities 174 Learning Times Tables 177 The Tables Box 181 Place Value – Structured Steps 183 Supporting Specific Difficulties 187 Supporting Problems with Directional Confusion 188 Supporting Memory Difficulties 189 Supporting Sequencing Difficulties 190 Supporting Difficulties with Processing Speed 191

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DYSLEXIA RESOURCES FILE – MATHEMATICS CONTENTS – Continued Page Supporting Problems with Visual Perception and 192 Spatial Awareness Memory Joggers 193 Language in Mathematics 195 Supporting Mathematical Language 196 Maths ‘Reading Buddy’ 199

WESFORD 2 – Dyslexia Resources File Mathematics – Difficulties __________________________________________________________________

DYSLEXIA AND MATHEMATICAL DIFFICULTIES This section is designed to give the essential background information the teacher needs in order to be able to plan effective support for dyslexic pupils experiencing problems with mathematics. An understanding of the nature of these difficulties will help to develop insight into the pupil’s needs. As has been stated, research indicates that some 60% of dyslexic pupils may experience difficulties with mathematics, and in particular with number. The underlying cognitive ‘differences’ in the ways dyslexic pupils process information may affect maths in the same way as literacy learning. The pages entitled Mathematics – Potential Problems for Dyslexic Learners give an outline of these elements within the dyslexic profile and some of the ways in which these deficits can affect pupils in mathematics. It is important to be able to pinpoint the exact nature of the problem for the individual pupil, so that the right kinds of help can be delivered. The types of mathematical difficulties encountered by many dyslexic pupils should not be confused with dyscalculia. Professor Mahesh Sharma, a leading expert in this field, describes dyscalculia as ‘…an inability to conceptualise numbers, number relationships (arithmetic facts) and outcomes of numerical operations (estimating the answers to numerical problems before actually calculating). ….The problems of the dyscalculic stem from the language, concepts and the procedures of mathematics.’ Dyscalculia is a specific difficulty solely related to mathematics. In the Dyslexia Resources File we are concerned rather with the proportion of dyslexic pupils whose cognitive profile also affects mathematical learning. However many of the ideas, techniques and strategies may also benefit those with dyscalculia.

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MATHEMATICS - POTENTIAL PROBLEMS FOR DYSLEXIC LEARNERS

The learning differences that can give rise to problems with language and literacy for dyslexic pupils can sometimes cause difficulties in the learning of mathematics, especially number. ‘Dyslexic’ difficulties that pertain particularly to maths include:

Directional confusion – just as the pupil has mastered the left-to-right directionality of written language, he has to learn that in tackling written calculations, for example, working goes from right (units) to left (tens, hundreds, etc.). There are also many complex changes in directionality when working out written calculations such as subtraction with decomposition.

Sequencing – many number sequences have to be learned to the point of ‘automatic’ recall, such as tables. The pupil has to develop an ability to perceive patterns in number sequences and a general facility with sequences of numbers in mental work. Visual perception/spatial awareness – fine visual and spatial details are crucial in the recording of mathematical information and ideas. For example, the exact positioning of numbers within columns is vital to an understanding of their value. Many symbols are visually similar and easily confused, e.g. + and x are generally written as the same figure but with different orientations. Numerals themselves, if orientated incorrectly, can be confusable, e.g. 6 and 9. Memory – many demands are made on short-term/ working memory as well as storage and retrieval in long-term memory. Sequences of numbers have to be held within working memory for calculation, information and facts need to be remembered for problem-solving, the steps within numerical processes must be recalled, and number facts must be rapidly retrieved from memory. Speed of processing – the manipulation of mathematical information within working memory, as well as the recall of facts from long-term memory, must be speedy if they are to be used and applied efficiently in mathematical problem-solving.

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MATHEMATICS – POTENTIAL PROBLEMS FOR DYSLEXIC LEARNERS – P.2 Language – much of the terminology and syntax in mathematical language is quite different from the language the pupil will use in everyday communication, and strong demands are made on linguistic skills. Cognitive style – what Sharma has called ‘deductive’ and ‘inductive’ reasoning, or logical/sequential and intuitive/holistic thinking skills are both required for success in mathematics. Dyslexic pupils may be taught the methods best suited to ‘deductive’ reasoning, while they may have specific weaknesses here but strengths in holistic or ‘inductive’ thinking. Anxiety - the types of difficulty described above can easily give rise to feelings of anxiety about mathematics. There is so often only one ‘right answer’, the pace is often too fast for a slow processor, recall of number facts is often very erratic, and working memory heavily overloaded, so that the dyslexic pupil can begin to feel pressure and stress, resulting in a ‘switch off’ from maths.

WESFORD 2 – Dyslexia Resources File Mathematics – Assessment __________________________________________________________________

MATHEMATICS – ASSESSMENT Once the underlying nature of the dyslexic pupil’s mathematical difficulties has been considered, the next step is to gather information about the pupil’s current understanding, skills and needs. Whereas some such dyslexic pupils may need no more than a little extra support and reinforcement, a few may be so ‘out of step’ with their peers in terms of number skills and concepts that individualised learning programmes may be needed. Where this is the case, it will be important to obtain specific ‘baseline’ assessment information from which to determine starting points and devise programmes. Although many published tests are available, the pages in this section provide alternative, informal techniques for assessment which can be used easily by classroom teachers during the normal mathematics lesson. Another excellent source of information on diagnostic assessment of mathematical difficulties in dyslexic pupils, as well as many ideas on how to help, is Chinn and Ashcroft’s book Mathematics for Dyslexics, A Teaching Handbook (see Bibliography). Basic Number Skills One of the most obvious difficulties common to dyslexic pupils affected in mathematics learning is in the rapid and consistent recall of number bonds. Here, a Number Bonds Assessment enables the teacher to investigate such a difficulty in depth and to pinpoint the stage and level at which skills are lacking. At the centre of this, the Checklist of Skills and Concepts provides a tool for careful structured observation and assessment of the hierarchy of basic number skills and underlying concepts. These are essential for the development of understanding about the way numbers work, and of facility with the manipulation of numbers including number bonds. For some dyslexic pupils, these skills may have remained insecure well beyond the stage at which the majority of pupils will have acquired them. The Checklist is designed for completion over a period of time, with an element of mastery included. To help the teacher create opportunities to ensure that all the skills can be observed on three separate occasions, a variety of Informal Assessment Tasks have been provided. These are cross-referenced to

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the elements in the Checklist of Skills and Concepts, and are presented approximately in order of increasing complexity, where this is appropriate. This also helps to clarify the stage the pupil has reached in developing a particular skill or concept. Although most of the resources needed for these tasks are generally available in the majority of classrooms, a set of templates for Numeral Cards 0 – 10 and Array Cards 0 – 10 have also been included. Mathematical Learning Styles As well as assessing mathematical understanding and basic number skills, it will also be important to find out about the cognitive style the pupil uses in mathematical thinking. For successful development a range of styles, and the ability to adapt from one to another, is considered essential. However some pupils, because of their ‘dyslexic’ profile, may have particular problems here. These problems can be compounded by being taught in a way that may be at odds with their own strengths and natural preferences. The pages on Mathematical Learning Styles provide information about the importance of knowing the pupil’s (and one’s own!) cognitive style in maths and how to identify its characteristics.


NUMBER BONDS – ASSESSMENT If a pupil is showing signs of difficulty in learning and recalling number bonds, this may be a sign of underlying problems with one or more of the key skills and concepts. Dyslexic pupils, because of their potential weaknesses in auditory memory, sequential learning and automatic recall of symbols, often experience such difficulties. It is important to ascertain exactly which pre-requisite skills are missing or are insecure, so that these can be the focus of support. Until these skills are all acquired, the dyslexic pupil will continue to struggle with number bonds. The key pre-requisite skills for the learning of number bonds are listed in this Checklist. Each is referenced by a letter (A – M) so that appropriate assessment tasks, outlined on the following pages, can be matched to the skills. Over time, these tasks can be introduced during mathematics lessons, either individually or in a small group by the teacher or TA. Observations can be made about the target pupil’s performance on these various skills, and this can be recorded on the Checklist. When observations show that the pupil has acquired the skill and can put it into practice, the date is entered in the first date column. When three dates have been entered (the skill has been evidenced on three separate occasions) the Accuracy Stage in the acquisition of this skill can be deemed to have been reached. Once each item in the Checklist has been observed through the provision of appropriate tasks, it will become clear which skills the pupil has difficulty in performing. A programme of support can then be devised, bearing in mind the pupil’s individual cognitive strengths, weaknesses and preferred learning styles. The purpose of this will be to build or strengthen the ‘missing’ or fragile skills, so that all the pre-requisite skills for the learning of number bonds are established. For some dyslexic pupils this may be difficult to achieve. Skills and concepts, despite practice and reinforcement, may remain fragile and performance erratic. For these pupils it may be necessary to consider the relative effectiveness of balancing skill-building work with the teaching of techniques and strategies to compensate for problems with number bond recall (see suggestions in Supporting Memory Difficulties in Maths).

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NUMBER BONDS – CHECKLIST OF SKILLS AND

CONCEPTS Name_______________________________ D.O.B._____________

SKILL/CONCEPT DATE 1 DATE 2 DATE 3 A Matching, sorting and classifying – objects and sets

B Rote counting

C One-to-one correspondence

D Reading numerals 0 to 10

E Writing numerals 0 to 10

F Ordering numbers

G Combining sets

H Answering question ‘How many?’

I Understanding ‘altogether makes’

J Understanding ‘take away’

K Understanding ‘leaves’

L Understanding ‘one more’

M Understanding ‘one less’


NUMBER BONDS – INFORMAL ASSESSMENT TASKS

The tasks below can be used with the Number Bonds Checklist of Skills and Concepts to assess a pupil’s ability and understanding of the skills and concepts needed to learn number bonds effectively. Each item on the Checklist has a letter, and these are cross-referenced to tasks appropriate for this item by the same letter. Since the Checklist requires that each skill or concept be observed as present on three occasions, three or more activities are included in each section to provide for variety. A Matching, Sorting and Classifying - Objects and Sets Using a collection of objects with different variable attributes (e.g. counters or blocks with two or three different sizes and three or more colours), ask the pupil to: • Find one the same colour as a given object • Find one the same colour but a different size • Find one the same size but a different colour • Find any matching pair • Say what is different about two given objects (one attribute) • Say what is different about two given objects (two or more

attributes) • Make a set that matches a given set (two or three similar objects) • Make a set that matches a given set (more than three similar objects) • Make a set that matches a given set (containing objects of varying

attributes) • Say whether two given sets are the same (by matching object-for-

object) • Say which of two given sets has ‘more’ and which ‘less’ • If the pupil can do all the above, move to diagrammatic

representations (arrays of objects drawn on paper or card) B Rote Counting Ask the pupil to: • Recite numbers from 0 to 10

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NUMBER BONDS – INFORMAL ASSESSMENT TASKS – P.2 • Recite numbers from 10 to 20, etc, • Continue reciting sequence of numbers from a given number • Count up to a given number fast C One-to-one Correspondence Using collections of small objects as in A above, ask pupil to: • Compare two sets of objects by one-to-one matching, to say whether

the sets are the same or not • Count a given set of objects by picking each one up and placing in an

empty box • Count a given set of objects laid out in a straight line by pointing to

each • Count a given set of objects laid out randomly by pointing to each • Count an array of objects/shapes drawn on cards • Count the number of objects in one set and compare by counting the

number of objects in a second set – do the numbers match? • Compare sets by counting the objects in the first set and matching

with objects in the second set using tallies (e.g. fingers, or a line drawn on a card for each object)

D Reading Numerals 0 – 10 Using four sets of numeral cards 0 to 10, ask the pupil to • Lay some cards out face-up and match pairs, saying number names • Deal out cards and play ‘Number Snap’ – number names are shouted

out instead of the word ‘Snap’. • Lay out cards face down and play ‘Number Pelmanism’, turning over

pairs of cards in turn, saying number names each time, until a matching pair is identified.

• Shuffle cards, set a timer for one minute, and play Speedread by flashing cards up one at a time with pupil naming number as fast as possible – record how many he gets right in the minute, then get him to try to beat this record on subsequent occasions

• Read numerals written or typed at random from a line on paper, at increasing speed

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NUMBER BONDS - INFORMAL ASSESSMENT TASKS – P.3 E Writing Numerals 0 – 10 Have a variety of writing materials available and ask pupil to: • Count from 0 to 10, writing each numeral as he says the name • Write single numerals to dictation in pen, pencil, felt-tip, paint,

charcoal, chalk etc. • Write short sequences of numerals to dictation • Write given numerals on the computer using different fonts and sizes F Ordering Numbers Using a set of numeral cards and a set of cards displaying sets of objects 0 to 10, ask pupil to • Match numeral to set (any order) • Count aloud from 0 to 10, selecting and placing numeral cards out in

order to match names – then check • Set out numeral cards in order – check by matching each with

corresponding set cards • Select the numeral card for the number that comes next after given

numbers • Select the numeral card for the number that comes just before given

numbers • Order three randomly selected numeral cards (smallest on left to

largest on right) • Make a chart showing numerals 0 – 10 in order, with corresponding

pictorial arrays underneath • Answer questions about relative position of given numbers (e.g.

before, after) using a Number Line G Combining Sets Using collections of objects, array cards etc. ask pupil to: • Make a set of a given number below 5, then a set of another number

below 5. Place these sets together to form one set, and count all objects

• Repeat as above, but selecting and placing numeral card with each set to denote number of objects

• Repeat as above, using two array cards instead of objects

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NUMBER BONDS – INFORMAL ASSESSMENT TASKS – P.4 • Make two sets of a given number and ‘guess’ what the total will be –

combine and check guess by counting • Combine two numbers by ‘counting on’ on the Number Line H Understanding ‘how many?’ Any of the above activities for Combining Sets, or any other activities involving counting, can be used. Ensure that the exact words ‘How many?’ are used to give the instruction each time, as it is specifically the pupil’s understanding of this terminology under observation. Paraphrasing will invalidate the assessment. I Understanding ‘altogether makes’ Although any similar counting, set combining or simple addition activities can be used (as above) the exclusive use of the ‘target’ terminology is important. Ensure that all questions are phrased ‘..and altogether it makes.?’ to see whether the pupil understands these terms. J, K Understands ‘take away’ and ‘leaves’ Using collections of objects, counters etc. and white board/marker pen, ask pupil to: • Give adult a given number of objects (by counting into the hand), then

to ‘take away’ one of them, and say how many that ‘leaves’ in the hand • As above, taking away two or more objects (counting where necessary

to find the answer) • Draw a given number of circle, crosses, flowers etc. in marker pen on

the whiteboard, then ‘take away’ a smaller number by rubbing them out, saying how many this ‘leaves’ on the board

• Place a given number of objects into a small clear plastic bag, then ‘take away’ a smaller number, ‘guessing’ how many this ‘leaves’ in the bag – check by counting. Again, use of the specific terminology only is essential.

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NUMBER BONDS – INFORMAL ASSESSMENT TASKS – P.5 L, M Understanding ‘one more and ‘one less’ Using collections of objects, counters, blocks, array cards, white-board/marker pens etc., ask pupil to • Make a given set of objects. Add ‘one more’ and say how many are now

in the set • Make a given set of objects. Make another set with ‘one less’ object in

it. • Give the adult a set number of objects. Say how many the adult would

have if the pupil gave her ‘one more’. • Give the adult a set number of objects. Say how many her friend would

have if the pupil gave her ‘one less’ than this. • Count out equal sets of objects for the pupil and for the adult. When

adult removes an object from one of the sets, or adds another object to one of the sets, say whether that person now has ‘one more’ or ‘one less’ than the other

• Find the array card that shows ‘one more’ or ‘one less’ than a given card.

• Draw a given number of dots/circles/lines/pictures on the white-board, and make the set ‘one more’ or ‘one less’ than before


NUMERAL CARDS 0 – 10

0

1

2

3

4

5

6

7

8

9

10 148


ARRAY CARDS 0 – 10

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MATHEMATICAL LEARNING STYLES Many experts in the field of mathematical learning have identified differences in learning style, that is in the way learners approach and think through problems. Broadly, these tend to fall between two extreme styles which Sharma (1986, 1989) has described as quantitative and qualitative, the former being sequential and logical and the latter being intuitive and holistic in their characteristics. Chinn (1998), developing the work of earlier writers (e.g. Bath & Knox, 1984), uses the terms ‘inchworm’ and ‘grasshopper’ to describe these two styles. The table below outlines some characteristics of each. QUANTITATIVE/’INCHWORM’ QUALITATIVE/’GRASSHOPPER’

Deductive reasoning, logical Inductive reasoning, intuitive

Focus on parts

Holistic view – the ‘big picture’

Formula- or procedure-based

Estimation, controlled exploring

Single method

Flexible; changing methods

Sequential working

Holistic working – often works back

Likes pen and paper working Calculates mentally - rarely documents

Rarely checks, or uses same method

Checks using alternative method

Works mechanically - weak understanding

Understands number relationships etc.

While some pupils will be at these extremes of the continuum, most are somewhere between. The same pupils may use both styles depending on the type of problem they encounter, and skills from both styles are needed for success in mathematical learning. Statistics suggest that ‘inchworms’ are in the majority.

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MATHEMATICAL LEARNING STYLES – P.2 Clearly, it will be of great importance for the teacher to be aware of this continuum of learning styles, and to develop skills in identifying the preferred styles of the pupils, to be aware that teacher and pupil may have differing preferred styles, and to ensure that the pupil’s style is validated and optimised. The dyslexic pupil is particularly vulnerable here, since the cognitive deficits associated with dyslexia may lead to problems using ‘inchworm’ approaches effectively and accurately – the pupil with memory and sequential difficulties is likely to find complex mental calculations or recall of number facts and processes problematic. On the other hand, lack of confidence and low self-esteem may make it difficult for the pupil to apply ‘grasshopper’ methods. The teacher needs to be aware of the dyslexic pupil’s potential strengths and weaknesses and respond with flexibility of style, approach and methodology. Insight into the pupil’s learning style can be gained from observing him as he carries out some problem-solving, and asking the question How did you do that? in an interested and non-judgemental way. Further information and some useful diagnostic tasks to help determine learning style are given in Mathematics For Dyslexics: A Teaching Handbook, 2nd Edition Chinn & Ashcroft (1998), Whurr Publishers, London.

WESFORD 2 – Dyslexia Resources File Mathematics – Number Skills __________________________________________________________________

NUMBER SKILLS Having ascertained strengths, weaknesses and starting points through assessment, the next stage is to plan appropriate interventions. Whether these comprise additional opportunities to practise certain skills or complete individualised structured programmes to develop concepts and skills, the ideas and resources in this section can help. Concept Building Where a pupil’s understanding of an important concept is weak, it may be necessary to create an intervention programme designed to build this concept securely using methods and approaches that suit the pupil’s learning style. When planning this, it will be important to bear in mind the Concept-Building Hierarchy. These hierarchical stages need to be worked through for many dyslexic pupils in order to build up the necessary experience and understanding. If stages are missed or assumed, then learning may remain insecure and erratic, and effort wasted. Number Bonds It is this hierarchy of learning (just as in the learning of literacy skills) that underpins the programmes suggested in this section. In Number Bonds – Stages of Learning these are outlined in respect of programmes to help the pupil achieve fluent recall of number bonds – a frequent area of difficulty for dyslexic pupils. The Number Bonds Programme – Example then goes on to illustrate the application of this hierarchical structure in a suggested programme, with appropriate activities for each of the stages. Some of the activities referred to are described in more detail, with the appropriate resources given, e.g. Numberspeed, with Numberspeed Record Sheets for both number bonds and times tables learning, Using Array Cards and Number Flip. The varying cognitive strengths and weaknesses of dyslexic pupils are also taken into account in Number Bonds – Memory Strategies which gives a range of helpful strategies for visual, auditory/verbal and kinaesthetic learners.

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Number Line The use of a Personal Number Line is commonly recommended for dyslexic pupils experiencing numeracy difficulties. It has many uses, helping to build basic number concepts such as sequence, relative value and directionality of numbers, some of which are outlined in Number Line Activities. It also helps to bridge that vital gap between concrete and abstract thinking and recording which so many pupils, especially the dyslexic ones, find difficult. Many such pupils have continued using a personal number line for reference and checking purposes to good effect well into secondary school and even beyond, when abstract working proves too demanding. This often helps reduce fear and anxiety, opening the door to further learning which would otherwise have been ‘blocked’. Times Tables Rapid recall of times table facts is required for the extension of number skills, but this is again something dyslexic pupils often find very difficult to achieve. The suggestions and strategies in Learning Times Tables can help alleviate these difficulties for many pupils. Again, a developmental, hierarchical structure to the programme is recommended, and activities are given that will be appropriate to each stage. This structure, which provides opportunities for practice and overlearning, is also echoed in The Tables Box, an approach found to be highly successful with a range of pupils. Place Value Dyslexic pupils with sequential processing difficulties often have problems grasping and using the concept of place value. Place Value – Structured Steps, based on the work of Chinn & Ashcroft, provides a method for teaching this difficult concept and its associated skills which again takes the pupil through a highly structured set of stages, ensuring a degree of mastery and basic grasp that may have eluded them before.


CONCEPT-BUILDING HIERARCHY The dyslexic learner may need to have work structured explicitly to follow these stages (based on the work of Professor Mahesh Sharma) so that new number concepts (or ‘old’ ones revisited) can be developed securely. Links Learning must be an extension of existing knowledge – a new concept always modifies an existing schema. The learner must see a link between the new concept and one that is already secure. This provides the ‘foundation’ on which to build. Concrete Model For many learners, particularly dyslexics, this is an essential stage. They need to work with appropriate concrete materials in order to make sense of the concept in a practical way. Language Model The learner needs to be able to explain what he is thinking whilst working at the concrete stage. If his mathematical language is weak, the appropriate language must be modelled by the adult and practised until the learner can use it independently. The language therefore symbolises the concrete actions. Pictorial Representation This is a bridge between concrete and abstract – a way of recording that directly represents the concrete model. E.g. tallying uses marks on paper to show actual numbers of objects or events, whereas a numeral is an abstract representation of the same thing. The same language model is used to explain this pictorial representation. Abstract Recording At this stage the learner can use numbers and symbols to represent concepts, e.g. the symbol = means ‘equals’, and it is understood that whatever is on either side is in balance. Use of the abstract assumes a full understanding of what the symbols represent. Abstract recording emerges from the concrete model together with its language model.

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CONCEPT-BUILDING HIERARCHY – P.2 Application The learner now needs to practise using the concept in a variety of situations. Success at this stage involves the ability to apply the concept to new problems independently. Communication When the learner has reached the stage at which he can teach the concept to someone else, he has achieved mastery.


NUMBER BONDS – STAGES OF LEARNING

Just as with word-learning in literacy, the dyslexic pupil may need to have work structured into hierarchical stages in order to achieve retention and rapid recall of number bonds.

Acquisition • Target number bonds introduced • Multisensory learning activities carried out for number bond practice • Appropriate language modelled and used at all times during

reinforcement activities • Pupil’s learning style addressed – activities selected to give

opportunities for visualisation of number bonds, learning and recall of physical prompts, saying and chanting of number bonds, etc. as appropriate

• Pupil demonstrates that number bonds have been learned to this level by giving correct answers in simplest form

Fluency • Activities and games that aim to build fluency and speed of response

(e.g. Numberspeed) – target will be to increase speed of recall to as near as possible to ‘automatic’ level

• Pupil demonstrates that number bonds have been learned to this level by completing target tasks swiftly as well as accurately

Generalisation • Guided practice is given in using number bond recall in a range of

problem-solving situations • Learning activities gradually increasing in complexity (e.g. initially

solving simple word problems involving one number fact, building up to more complex situations involving recall of more than one number fact)

• Pupil demonstrates that number bonds have been learned to this level by recalling number bonds rapidly and accurately in problem-solving situations

Maintenance • Number bonds ‘revisited’ regularly and frequently • Pupil demonstrates that number bonds have been learned to this level

by consistent rapid, accurate recall in all situations

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NUMBER BONDS PROGRAMME – EXAMPLE Short-term Target • To have immediate recall of number bonds to 5 • To develop the language of ‘add’ and ‘altogether makes’ • To understand what is needed for the question ‘How many more do I

need to make…?’ Sessions 1, 2 and 3 Acquisition Select activities that are kinaesthetic, visual and auditory ensuring that the pupils are hearing and using the appropriate language. Explicitly make the link at this stage to previous knowledge. Kinaesthetic • Using fingers to form sets and to add (depending on age of pupils) • Writing • Moving 3-D numerals and symbols (wooden, plastic, cards etc.) • Unifix bricks partitioned with some in one hand and some in the other

(‘I have got three in one hand, how many have I got in the other?’) Auditory • Chanting number bonds • Shouting • Saying aloud rhythmically Visual • Clothes pegs on a hanger • Matching cards – Pelmansim • Flash cards • Bead strings • Pairs on a Number Line • Cuisennaire rods • Array cards Carry out these activities using and encouraging the target language – ‘add’ and ‘altogether makes’.

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NUMBER BONDS PROGRAMME – EXAMPLE – P.2 Ask pupils to close their eyes and picture arrays (objects or array cards). Question the pupils about the arrays you have asked them to picture, e.g. • How many can you see? • How many more would you need to make…? • Picture covering one up – how many are left? • Picture covering two up .. etc. • Picture two sets of objects/arrays – how many altogether? • Picture 3 – add * and say how many altogether? Do this at the end of each activity. Sessions 4 and 5 Fluency Activities will aim at increasing the pupils’ speed of response to number questions, to achieve as close as possible to ‘automatic’ or immediate recall. Examples of such activities are: • Use of flashcards with number bond questions, and a timer to see how

many the pupil can answer correctly in a given time (e.g. 2 minutes) • Questions written out on paper, which the pupil has to write answers

for within a given time • Numberspeed Sessions 6 and 7 Generalisation Provide activities in which the pupils can use these number facts in problem-solving – these can also include working with money. Some dyslexic pupils will need to have this process made fully explicit – it will need to be explained to them that they are expected to use the knowledge they now have of these number facts in dealing with the number problems. When this is understood and internalised, reinforce by asking them to explain what knowledge will be useful to them in solving a given problem.

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NUMBER BONDS PROGRAMME – EXAMPLE – P.3 Maintenance Ensure the pupils have many opportunities for frequent use and repetition of these number facts, returning for reinforcement every few weeks. Prompt cards (see Memory-Joggers) can be useful as quick reminders. When the targets are secure, set new targets for the next set of sessions, but include some opportunities for consolidation of previous targets. Some dyslexic pupils will have persistent difficulties in developing immediate recall of number facts. When this is clearly the case, it is far more useful to provide resources and/or methods for quick reference (e.g. Memory Joggers, number grids, accurate methods for using fingers etc.) than to spend long periods of time battling to achieve very little. Given these resources, the dyslexic pupil will often feel reassured and less anxious, and will be able to move on in their mathematical development.


NUMBERSPEED Uses and Frequency • This activity can be used to develop quick recall of table facts or

number bonds. • It can be used for an individual, a group or a whole class – the pupils

are working to improve their own skills and are not in competition. • The level of difficulty can be adjusted to suit the individual and can

be increased at the pupil’s own pace. • The activity should be carried out daily if possible, or at least three

times a week. Equipment

Sandtimer (5 min, 3 min or 1 min), stopwatch or clock with second hand

A recording grid and a pencil for each pupil

Procedure • The sequence of tables is learned in the generally recommended way:

10 and 5 to start, then 11 (because the pattern in easy and only 110, 121 and 132 have to be ‘learned’), followed by 2, 4, 8, 12, then 3, 6, 9 and 7.

• Pupils will also complete the usual introductory work involving sequencing, table squares and number patterns.

• Monday: Numbers are filled in on the first grid based on the pupil’s targets (e.g. 10x, 5x, 11x and 2x tables). [At first the numbers would be given in sequence, but later at random.]

Date: Monday………………………… X 0 1 2 3 4 5 6 7 8 9 10 11 12 Score___________ 10 Time____________ 5 11 2

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NUMBERSPEED – P.2 • Tuesday – Friday: Each day the pupil fills in the same numbers in the

same order on a new grid (where several grids appear on the same sheet the paper can be folded to hide previous answers).

• The target is to improve the number of correct facts the pupil can recall within a given time, or to complete the grid in a shorter time than previously.

• The pupil needs to be taught strategies such as: • This procedure should highlight the table facts that still need to be

learned or ‘tricky’ ones, especially when 7x or 8x are added later. • On the first day answers will need to be given, but the grids can be

self-corrected on subsequent days. • In the meantime, a new table will be worked on and learned for

homework, e.g. 4x. • When the pupil is confident with the new table facts this number will

be added to the grid for the fluency work. • Obviously, adding further numbers will affect the pupil’s time and

score and this needs to be explained and understood by the pupil. It will be more appropriate at this time to target improving their ‘Start of the Week’ score.

• The Numberspeed activity can be used to build fluency with number bond recall, the numbers and symbols on the grids being adjusted accordingly. Number bonds and tables versions are given here for photocopying.

Adaptations Some dyslexic pupils may need a high level of practice and reinforcement before fluency improves significantly, spending several weeks on one set of numbers before new ones are added. They may also need to return to this fluency-building activity on a regular basis. It will be important to adjust elements of this programme to meet the needs of the individual pupil.

• Fill in the 0, 10, 1 columns and rows first • Fill in the ‘doubles’ 2x2, 10x10, 5x5 etc. • Leave facts you cannot recall until last


NUMBERSPEED RECORD SHEET – number bonds

NAME___________________________________

Date: Monday________________

SCORE_________ TIME MINUTES SECONDS

+

Date: Tuesday________________


+

Date: Wednesday________________ +


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NUMBERSPEED RECORD SHEET – number bonds – p.2 Date: Thursday________________


+

Date: Friday________________


+

Date: Checkpoint Day________________ +


More Practice Needed Add a New Number


NUMBERSPEED RECORD SHEET – times tables

NAME___________________________________

Date: Monday________________


X

Date: Tuesday________________


X

Date: Wednesday________________ X


NUMBERSPEED

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RECORD SHEET – times tables - P.2

Date: Thursday________________


X

Date: Friday________________


X

Date: Checkpoint Day________________ X


More Practice Needed Add a New Table

WESFORD 2 – Dyslexia resources File Mathematics – Number Skills __________________________________________________________________

USING ARRAY CARDS An array card is a small card on which a number of pictures or icons is drawn, stuck or painted. These should be of the pupil’s own choosing. The number depends on the number bonds being taught at any given time, e.g. Number bonds to 6 The pupil has this card when working on number bonds to 6. The pupil can be taught to use the array cards to answer number questions. For example: • Using a hand or piece of blank card the pupil can partition the number The pupil then says 2 + 4 = 6 or 6 – 2 = 4 • The adult asks the question: ‘The number is 6. I have two, how many

more do I need to make 6?’ Pupil covers 2 on the array card: ‘You need 4 more to make 6 because 2 + 4 = 6.’

* * * * * *

* * * * * *

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NUMBER FLIP

Uses • This simple game can help pupils develop their knowledge of number

bonds. • It can be played in pairs, teams, or by any number of players. • It can be played by pupils at different levels of ability, and is suitable

for various age groups.

Equipment

two dotted dice

Pencil and paper for each player

6 0 Number cards 0 to 9 (blank on reverse)

Procedure

Starting the Game • Set the number cards out in a row from 0 to 9, numbers facing

upwards. • Decide how long the game will be (e.g. 10 minutes; four turns each) • Each player throws the dice and the player with the highest number

starts the game. • Both dice are always thrown and the total dice score is used.

Continuing Play • The first player throws the dice again and turns over the total number

scored or ‘number bonding’, cards, e.g:

Total score 2 – turn over 0 and 2 Total score 3 – turn over 0 and 3, or 1 and 2 Total score 6 – turn over 0 and 6, or 1 and 5, or 2 and 4, or 1 and 2 and 3 Total score 12 – turn over 9 and 3, or 8 and 4, or 7 and 5

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NUMBER FLIP – P.2 • The first player continues until he cannot turn over any more cards,

e.g. cards 2, 3 and 4 are left – player throws total of 8 and therefore cannot find two remaining numbers totalling 8.

• The first player then adds up the numbers on the cards that have not been turned over and records his score e.g. 2 + 3 + 4 = 9

• The dice are then passed clockwise to the next player. • The second player then proceeds in the same way, throwing the dice

and ‘flipping’ the cards until he cannot go any more, adding up the numbers that are left.

Winning the Game • The winner is the player with the lowest score at the end of the game

– i.e. when the time is up or when each player has had the agreed number of turns.

• ‘Full Flip’ – if a player turns over all the cards on his turn, he wins the game and play is over!

Adapting the Game • Initially, pupils at an early stage of development could work with cards

0 to 5, then 0 to 6 etc., working up to number bonds to 9. • Later, or for older pupils, the game can be adapted to use cards 10 to

18 and above. • For younger pupils or for those with significant difficulties with

number the following staged adaptations could be made:

• Cards have same dot patterns as dice • Cards have dot patterns and numerals • Cards have numerals only

• Dice may need to be adapted so that they match the number cards being used.

The Dice • Dotted dice are used at first to establish a visual pattern for each

number and to provide items to count.

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NUMBER FLIP – P.3 • When the pupils can recognise numerals or ‘count on’, use one dotted

and one numeral dice. • When the pupils are confident with numerals and mental calculations

use two numeral dice. Always be vigilant in assessing whether the game is meeting the needs of the pupil(s) and adapt the equipment or the rules accordingly.


NUMBER BONDS – MEMORY STRATEGIES ‘Fact of the Day’ Choose a fact for the day at the beginning of the day, then ask pupils to repeat it at regular intervals throughout the day. You can also have a ‘Fact of the Week’.

Fact Families Practice ‘fact families’, e.g. ask the pupil to give all the facts he knows about the ‘family’ 5, 3 and 2 (2 + 3 = 5, 3 + 2 = 5, 5 – 3 = 2, 5 – 2 = 3).

Starter Numbers Work from ‘answers’ back to facts. Give a ‘starter number’ and elicit all the facts from this, e.g. ‘How many facts do you know that have the answer 12?’ Visual Strategies

Addition Tables Help the pupil to make an addition table, and fill in the number bonds to complete it. The pupil then crosses out all the facts he already knows securely, leaving the ones he does not yet know. The pupil and teacher together can then select a small number at a time of these remaining facts to target, crossing out each one as it is mastered.

Pictures Pupils with good visual skills may find it helpful to draw a variety of pictures that illustrate their target number facts, e.g.

+ = Facts can be illustrated in many different ways, with pupils learning to visualise these images to help them recall the number bonds. Auditory/Verbal Strategies

Chanting Pupils can chant whole number sentences, e.g. ‘Five add two makes seven’ or a series of related number fact sentences such as those that comprise a ‘number family’. These can be chanted on one or two notes to enhance recall for the pupil with strong auditory skills.

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NUMBER BONDS – MEMORY STRATEGIES – P.2 Making Tunes Sets of number bond facts can be sung to simple tunes – either ones the pupils know already or ones they have made up – and accompanied by drums or musical instruments.

Shouting Together The unusual quality of shouting in the classroom can make this a very effective way of enhancing auditory memory for number bonds. Sets of number bonds can be worked on, e.g. ‘making 10’. The adult calls out the first part of the number ‘sentence’ – e.g. ‘Four and…’ and the pupils shout the rest in unison …’six makes ten!’

Funny Voices This can be a fun class or group activity. The adult asks the pupils to give or complete a target number fact in a special voice e.g. low, high, squeaky, sad, tired, excited, or in the voice of a frog, a lion, an elephant or a mouse etc. The pupils can either respond in unison or the adult can pick individual pupils to respond in turn, as appropriate.

Rhyming Number Bonds • One of the group is selected as the ‘teacher’, the rest are the ‘class’. • The whole group recites a set of number bonds, e.g. to 5: • The group then decides on a rhyming word for each number, e.g. ‘zero,

hero’, ‘three, tree’, five, hive’ etc. • The ‘teacher’ then recites a number fact with one of its elements

missing, e.g. ‘One and ____ makes five.’ • The ‘class’ responds in unison with the answer and its rhyming word,

e.g. ‘Four, door’. • This is repeated several times, with different pupils taking a turn as

the ‘teacher’.

0 and 5 makes 5 1 and 4 makes 5 2 and 3 makes 5 3 and 2 makes 5 5 and 0 makes 5

WESFORD 2 – Dyslexia Resources File Mathematics – Number Skills _______________________________________________________________________________________________________________

PERSONAL NUMBER LINE The personal Number Line can be an extremely useful tool for the dyslexic pupil. It can be made any length and size that is appropriate for the age and needs of the pupil. If laminated, it can be made to fold into sections for ease of use and can be marked with a wipe-off felt pen. It provides an effective resource at the Pictorial Representation stage of development (see Concept-building Hierarchy), bridging the gap between concrete and abstract working, when used for reinforcing basic number concepts and for numerical operations. The numbers (0 to 100) should be defined by vertical strokes and labelled clearly. Sections 0-9, 10-19, 20–29 etc. (see section below) etc. can be different colours to reinforce the base-10 concept. Directional arrows, showing the – and + signs, can be included to reinforce directionality.

- + 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

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NUMBER LINE ACTIVITIES The following suggestions help reinforce some basic number concepts which, for dyslexic pupils, often remain insecure from an early stage. Relative Value of Numbers • The pupil has a 0 – 100 Number Line in front of them, which has been

marked with directional arrows for + and -. Ask questions such as: • Return to questions of this kind at regular intervals, gradually

increasing their complexity. • Ask the pupil to make up a page of similar questions for someone else,

and to provide the answers on the back of the page. Sequence of Numbers • Ask the pupil questions such as

• Find any number that comes after 38 on the Number Line.

• Find any number that comes before 72 • Find a number that comes after 57 but before 88. • Find a number that comes between 56 and 64. • Find a number that comes between 77 and 81.

• Which is the largest number on the Number Line? • Which is the smallest? • Find any number smaller than 28 • Find any number larger than 15 • Find a number larger than 36 but smaller than 79 • Find two numbers smaller than 65 but larger than 47 • Find a number that is much larger than 11 • Find a number which is only slightly larger than 46 • Which number is larger, 37 or 42? • Which number is smaller, 50 or 67? • Which is the smallest number – 29, 58, 16? • Which is the largest number – 34, 43, 48?

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NUMBER LINE ACTIVITIES – P.2 Sequence of Numbers (continued) • Present similar questions visually using small sections of Number Line

on paper, e.g. • Present larger sections of Number Line (e.g. 0 – 35, 25 – 60 et.) with a

few numbers given, and ask the pupil to complete it. • As above, but ask the pupil to work ‘backwards’, starting with the

highest number and working towards the lowest. Addition and Subtraction • The pupil can build a concept of addition and subtraction, more and

fewer, by using a Number Line to experience ‘moving on’ and ‘moving back’. This becomes a fully multisensory learning activity if a laminated Number Line is used, on which the pupil can draw (using a water-based marker) these moves. The Number Line should also have the + and – symbols with their ‘word labels’ and directional arrows clearly marked.

• It should be made clear and explicit to the pupil that addition is a process where the movement is ‘forward’ or ‘to the right’ on the Number Line, with the numbers becoming greater, while subtraction is a movement ‘back’ or ‘to the left’ with numbers becoming smaller.

Fill in the missing numbers. 36 37 79 80 18 19 43 45 67 69 59 61

• What number comes immediately after 43? • What number comes immediately before 92? • What number comes straight after 39? • What number comes just before 80? • What number comes between 49 and 51?

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NUMBER LINE ACTIVITIES – P.3 • Ask the pupil to place the marker on a ‘starter number’ (initially below

10, gradually becoming higher as the pupil’s confidence increases) and draw a ‘move’ of one or two on the Number Line. Ask the pupil to say the number he has landed on. It is important here to model the appropriate language (e.g. ‘Seven, add two, equals nine’; ‘eight minus one equals seven’ etc.)

• Give the pupil plenty of practical reinforcement of moving forwards and back on the number line, using the terms add and minus/subtract, until these ideas are secure.

• Present work to be recorded pictorially first, e.g. • Eventually work can be presented in the standard way using

mathematical signs and numerals only, although pupils can still be encouraged to use their Personal Number Line to support mental calculation as appropriate.

Draw these moves on the number line, and fill in the answers.

5 + 3 =

2 3 4 5 6 7 8 9 10 11 12 – 4 = 6 7 8 9 10 11 12 13 14 15 16 subtract minus - add plus +


LEARNING TIMES TABLES Many dyslexic pupils, because of problems in recalling sequences and holding information in working memory, find learning multiplication tables very difficult. The following programme includes suggestions based on ideas from Mathematics For Dyslexics; A Teaching Handbook (2nd Ed) by Chinn & Ashcroft, 1998. Limiting The Task • The pupil gradually builds up a 10 x 10 Table Square. Once basic

groundwork on a particular table has been completed (i.e. involving practical work exploring sets of numbers and identifying appropriate patterns etc.) the facts are recorded on the Table Square.

• 11 and 12 times tables can be taught at this stage as 10 + 1 and 10 + 2 (e.g. 6 x 11 = 6 x 10 = 60 + 6 = 66).

• The square should be used to give an overview of what is being learned, in an encouraging way:

• There are 121 facts in the Tables Square • Not all the numbers between 0 and 100 appear (e.g. 43) • Each time a new set of facts is learned, the task gets smaller

and a column or row can be shaded on the Table Square • You can get ‘double value from each fact learned – the

‘commutative property’. The diagonal line shows this – numbers can be shaded on each side of the line, e.g. 10 x 4 = 40 and also 4 x 10 = 40 – one fact from the 10x table and one fact from the 4x table – see Table Square below

• When tables are learned in the following order, the number of facts left to learn can be represented in this way:

TIMES TABLE NUMBER OF FACTS LEFT 0 100 1 81

10 64 2 49 (use pairs or fingers, or rhyme to learn ‘2, 4, 6, 8, Who do we appreciate?’)

5 36 (half way from 0 to 10)

9 25 (9 = 10 – 1: 6 x 10 = 60, 60 – 6 = 54 so 6 x 9 = 54)

4 16 (can be worked out by doubling 2’s)

3 9 (a 3 x 3 area now remains to be completed – see Table Square below)

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LEARNING TIMES TABLES – P.2 The Table Square X 0 1 2 3 4 5 6 7 8 9 10

0 0 0 0 0 0 0 0 0 0 0 0

1 0 1 2 3 4 5 6 7 8 9 10

2 0 2 4 6 8 10 12 14 16 18 20

3 0 3 6 9 12 15 18 21 24 27 30

4 0 4 8 12 16 20 24 28 32 36 40

5 0 5 10 15 20 25 30 35 40 45 50

6 0 6 12 18 24 30 36 42 48 54 60

7 0 7 14 21 28 35 42 49 56 63 70

8 0 8 16 24 32 40 48 56 64 72 80

9 0 9 18 27 36 45 54 63 72 81 90

10 0 10 20 30 40 50 60 70 80 90 100

Staged Learning Activities The learning of tables, like the learning of letter-sound links, words and spelling patterns in literacy, need to be explicitly staged for dyslexic pupils to follow the structured stages of the skill-building hierarchy. Acquisition • The pupil follows the usual structure for learning about multiplication,

working practically using concrete apparatus to build up a secure understanding. The pupil creates sets of numbers and identifies the appropriate patterns.

• The commutative property needs to be illustrated practically with blocks, counters or other objects in rows and columns. Cuisennaire rods can be useful for this.

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LEARNING TIMES TABLES – P.3 • A multisensory approach should be used for learning the table facts,

which involves • The Tables Box can be used to learn and reinforce table facts over a

period of time. Fluency Once a set of table facts has been learned initially, it is important to ensure that recall of these facts becomes as fully ‘automatic’ as possible. Activities at this stage should focus on increasing the speed at which the pupil is able to recall the facts. Numberspeed can be used effectively here, as can various timed activities and games using flashcards. Generalisation Dyslexic pupils may have particular difficulties in recalling tables facts they have learned when they are trying to perform a more complex mathematical task, solve a problem, or perform a calculation mentally. They will need help to improve their ability to use these skills in context, just as they would need help applying knowledge of spelling patterns in writing tasks. The following staged activities are designed to help the pupil achieve this: • Stage 1 – the pupil answers simple questions in random order that

involve the recall of learned table facts, e.g. 6 x 4 = ? 8 x 4 = ? 10 x 4 = ? 5 x 4 = ?

• Stage 2 – the pupil has to identify the question embedded in a simple problem, and use the appropriate learned table fact, e.g. ‘I have six bags of sweets with four sweets in each – how many sweets?’ 6 x 4 = 24.

• Looking at numbers • Saying them aloud • Hearing them as they are rehearsed, or singing them

using pre-recorded tables cassettes • Using movement by tracing them, manipulating plastic

numbers or number cards for sequencing or playing games such as Pelmanism and Bingo

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LEARNING TIMES TABLES – P.4 • Stage 3 – the pupil has to identify the question embedded in a more

complex problem, again using known table facts, e.g. ‘ A man carries five boxes of books into his shop. His friend carries two more boxes of books. There are four books in each box. How many books altogether?’ (5 x 4 = 20) = (2 x 4 = 8) = 28 books

• Stage 4 – the pupil makes up some problems of their own using tables facts and solves them.

Tables Square Template X 0 1 2 3 4 5 6 7 8 9 10

0 0 0 0 0 0 0 0 0 0 0 0

1 0 1 2 3 4 5 6 7 8 9 10

2 0 2 4 6 8 10 12 14 16 18 20

3 0 3 6 9 12 15 18 21 24 27 30

4 0 4 8 12 16 20 24 28 32 36 40

5 0 5 10 15 20 25 30 35 40 45 50

6 0 6 12 18 24 30 36 42 48 54 60

7 0 7 14 21 28 35 42 49 56 63 70

8 0 8 16 24 32 40 48 56 64 72 80

9 0 9 18 27 36 45 54 63 72 81 90

10 0 10 20 30 40 50 60 70 80 90 100


THE TABLES BOX Uses This is a resource and programme designed to help pupils learn table facts. It particularly benefits dyslexic pupils who have problems with recalling number facts, because it ‘builds in’ a degree of reinforcement which is essential for them. Equipment • Card index box • Index cards • Dividers with labels The Table Fact Cards • The table facts for the chosen ‘target’ table are written on separate

index cards. The question is written on the front and the answer on the reverse:

• The cards are used for a variety of learning activities and games,

sequencing, rote learning, self-checking etc. The Tables Box • Dividers are used to separate the sections of the Box. These are

labelled, from the front of the box to the back, New Facts, Working Facts, Revised Facts and Known Facts. As learning progresses, the Tables Facts Cards are moved back into the appropriate sections of the Box.

Procedure

• The targeted set of table facts is initially placed in the New Facts section, and the pupil carries out appropriate multisensory activities to learn these facts. These facts should be rehearsed and checked daily during the Acquisition stage (see Learning Times Tables). Each time these facts are tested, a tick is placed on the appropriate

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6 x 4 =

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THE TABLES BOX – P.2 Table Fact Card. When ten ticks have been achieved on a fact, it is moved back into the next section of the Box. • Working Facts are tested 2-3 times a week, Revised Facts once a

week and Known Facts once a month. The pupil must gain 10 ticks in each section before the Table Fact Card can be moved back to the next section in the Box. In this way a high level of reinforcement is ensured and learning monitored effectively. The Known Facts thus have 30 ticks – i.e. they have been recalled correctly on 30 separate occasions over time.

• Where a Learned Fact has been forgotten, it can be placed back into the Revised Facts section for further work.


PLACE VALUE – STRUCTURED STEPS For many dyslexic pupils place value is a particularly difficult concept to master. To build this concept securely the pupil must have a thorough understanding of the number system and basic concepts, good directional skills and the ability to manipulate sequence. As we have seen, many of our dyslexic pupils have problems with one or more of these skills. The following is a suggested step-by-step structured method for building the initial stages of the concept of place value. It is useful for pupils who need to ‘re-visit’ this concept to ensure a full grasp as well as for those who are meeting it at an earlier stage. This method is based on suggestions in Mathematics For Dyslexics: A Teaching Handbook (2nd Ed), Chinn & Ashcroft, 1998, Whurr Publishers (London). Shown here are the steps dealing with Tens and Units – these can be developed and extended to involve hundreds, thousands etc. when appropriate.

Step 1 Grouping Objects Grouping various arrays of objects into vertical sets of 10, with remainders forming partial groups, e.g.

Step 2 Counting Blocks Grouping blocks in columns of 10 and part-columns – Dienes or Base 10 materials are particularly good since they have a 10-block that can be exchanged for ten units.

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PLACE VALUE – STRUCTURED STEPS – P.2 Step 3 Money Grouping pennies into 10s, to change for a 10p coin (different in size and shape). Pennies can be placed in columns or in ‘1p bags’. Once 10 pennies have been collected, these must be exchanged for a 10p coin.

Step 4 Tallying Counting in groups of 10 using different tally symbols for 1 and for 10. This is a written equivalent of Step 3 activity, e.g. ^^^^^^^^^^^^^^^ *^^^^^ ^^^^^^^^^^^^^

^^^^^^^^^^^ **^^^^ Step 5 Recording in Words Labelling number groupings using terms ‘Tens’ and ‘Units’ or ‘Tens’ and ‘Ones’ , e.g. **^^^

2 Tens 3 Units

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PLACE VALUE – STRUCTURED STEPS – P.3 Step 6 Tens and Units Headings Recording numbers under headings ‘Tens’ and ‘Units’ (partitioning) e.g. Tens Units 2 Tens 3 Units ~ 2 3 3 Tens 5 Units ~ 3 5 6 Tens 7 Units ~ 6 7 8 Tens 2 Units ~ 8 2 Step 7 Conventional Recording Recording numbers as above, but with headings omitted e.g. 2 Tens 3 Units ~ 2 3 3 Tens 5 Units ~ 3 5 6 Tens 7 Units ~ 6 7 8 Tens 2 Units ~ 8 2

WESFORD 2 – Dyslexia resources File Mathematics – Supporting Specific Difficulties __________________________________________________________________

SUPPORTING SPECIFIC DIFFICULTIES Where assessment or observation has identified particular areas of difficulty, it may be necessary to put in place support strategies and techniques to help the pupil overcome these when they arise. This section looks at common areas of difficulty within the dyslexic profile – directional confusion, memory, sequencing, processing speed, visual perception and spatial awareness - and the ways in which these can affect learning in mathematics. For each of these specific areas of potential difficulty, ideas and strategies are given that can support the pupil and help alleviate the problems. Memory Joggers – small cards that can be personalised by and for the pupil and used as a discreet reference tool – are also described.

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SUPPORTING PROBLEMS WITH DIRECTIONAL CONFUSION

Dyslexic pupils often have directional difficulties, sometimes involving problems with movements of the hand or eye that cross over the body’s or visual field’s mid-line. This can lead to difficulties such as • Forming numerals with the correct movement and orientation • Telling left from right • Tracking smoothly along a line • Differentiating addition (a right-to-left direction) from subtraction (a

left-to-right direction) along a number line • Remembering the correct procedures where changes of direction are

needed (e.g. in carrying out complex written calculations). If a pupil has these types of difficulties, they are likely to need visual and/or kinaesthetic supports and cues when directionality is an issue in the learning activity. Ways of supporting directional confusion in mathematics • Numeral formation activities using ‘START HERE’ dots and arrows * • Training worksheets etc. that show numerals 2 3 4 5 6 7 having

‘START HERE’ dots, perhaps in green, on the left-hand side and numerals 8 and 9 having ‘START HERE’ dots, perhaps in red, on the right-hand side. Some pupils can learn this as a ‘rule’. *

• Green and red dots can be placed on the top left and top right of each

page in the pupil’s work book, as a reminder of the starting point for each numeral.

• Number Lines with labelled arrows showing the direction for addition

and subtraction ** • Mnemonic cards with step-by-step examples showing the directionality

of each step in complex written calculations (e.g. subtraction with decomposition) *

* - see Memory-Joggers ** - see Personal Number Line and Number Line Activities

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SUPPORTING MEMORY DIFFICULTIES Many dyslexic pupils will have short-term/working memory difficulties which may seriously limit the amount of information they can take in and process at any one time. This can lead also to problems with the storage and retrieval of information in long-term memory. Consequently, they may find it very difficult to, for example, • Recall number facts • Follow instructions or verbally presented information • Link visual symbols to the concept or idea they represent • Hold all the elements of a problem or calculation in short-term

memory while working mentally Ways of supporting memory difficulties in maths

• Give visual cues for instructions or explanations

• Give visual references during mental maths sessions, e.g. holding up number fans/cards or marking a whole-class number line so that pupils can remember the set of numbers involved in the mental activity

• Teach use of visualisation skills where appropriate – some dyslexics are very good visualisers and can learn to ‘display’ sets of numbers etc. in visual memory

• Teach use of visual/kinaesthetic reference sources for multiplication tables – e.g. Tables Square (see Learning Times Tables)

• Teach use of Number Line as an aid to calculation

• Teach ways of limiting amount of information to be recalled e.g. useful ‘starting points’ to work from in tables (learn 5x5=25, 6x6=36 etc. so that pupil does not have to start at the beginning each time to arrive at, for example, 9x5)

• Memory Joggers for quick reference, giving table facts, number bonds, symbol-term links, etc.

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SUPPORTING SEQUENCING DIFFICULTIES Dyslexic pupils tend to have difficulties with processing sequentially, whether it be letters and words or numbers. They are often much more comfortable with holistic processing methods, dealing with the information as a whole rather than in step-by-step parts. This can lead to difficulties such as

• Learning to carry out procedures involving ordered steps • Learning sequences such as the order of numbers, tables, formulae

etc. • Understanding changes in sequence and the impact this may have on

meaning (e.g. ‘seven minus four’ is the same as ‘take four from seven’ although the sequence of the numbers is different)

• Understanding the significance of sequence in the value of digits within a two- or three-digit number (place value)

• Recognising patterns in sequences of numbers Ways of supporting sequencing difficulties in maths • Opportunities to play games that develop pattern recognition skills

• Model the language involved in working while relating this directly to CONCRETE operation or PICTORIAL REPRESENTATION. Dyslexic pupils may be confused by the syntax of mathematical language as this relates to numerical operations.

• Use of Number Line as a visual/kinaesthetic reference when working with number patterns (pupil can physically ‘jump’ along line in intervals to follow a pattern)

• Memory Joggers showing numbered step-by-step instructions for the

sequence of stages within complex procedures or written calculations

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SUPPORTING DIFFICULTIES WITH PROCESSING SPEED

One of the aspects of the dyslexic profile which may affect mathematics learning is speed of processing. The dyslexic pupil may have cognitive differences which mean that any mental activity involving processing symbolic or linguistic information, or retrieving specific words from memory, may be relatively slow. In practice this means that the dyslexic pupil, although he may understand the topic under discussion, may take longer than average to give an answer or explanation. In mathematics lessons, this may make it difficult for the pupil to participate in a quick-fire mental-oral session or to consolidate learning by discussing the way he or she worked out an answer to a problem. Ways of supporting slow processing in mathematics • Give extra ‘thinking time’, e.g. by ‘priming’ the dyslexic pupil – ‘ I’m

going to ask you to do this next…’ – or by allowing discussion in pairs before reporting back to the whole class.

• Give visual references when using mathematical terms, e.g. when mentioning the term ‘division’, point to the division symbol on display.

• Teach maths-specific language as a discrete activity where necessary, in the same way that any other topic-specific vocabulary may be taught.

• Support the pupil’s use of mathematical language to explain his thinking e.g. by encouraging simultaneous manipulation of concrete materials or pictorial representations.

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SUPPORTING PROBLEMS WITH VISUAL PERCEPTION AND SPATIAL AWARENESS

Some dyslexic pupils may have difficulty with aspects of visual and spatial skills that cause problems with the interpretation of visually presented information in maths, and with their own layout and presentation of work. Ways of supporting visual and spatial difficulties in maths • Use of work books with larger squares (e.g. 1cm) to aid hand-eye

accuracy and layout

• Pupil to highlight mathematical operation signs before working, to ensure that these have been properly recognised

• Displays giving visual reminders of meanings of common signs and symbols

• Colour-coding, e.g. to help differentiate the numerators and denominators in fractions, or the value of digits in two- or three-digit numbers

• Specific teaching of systematic identification of geometric shapes (especially visually similar ones such as squares and rectangles or octagons and hexagons) by counting/measuring sides

• Visually simple, clear layouts for worksheets and text books – reduce quantity of information on page or simplify if necessary

• Providing templates for the setting out of specific written calculations (e.g. give a ‘model’ layout at the top of the pupil’s workbook page)

• Encouraging use of place value cards to reinforce understanding of partitioning

• Memory Joggers showing value of digits in relation to place

• Linking 2-D representations of 3-D shapes to the shape itself by allowing pupil to handle the 3-D shape while working with its 2-D representation

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MEMORY-JOGGERS Memory-Joggers are small cards that can be kept in a box or small wallet, on which can be recorded number facts, procedures, symbols, or anything the pupil has persistent difficulty in recalling. Pupils can be trained to use these Memory-Joggers when they need access to the information, without having to stop what they are doing to ask for help or to find another resource. The routine use of Memory-Joggers can reduce the pupil’s anxiety about maths considerably – they know they will not need to rely on memory but can find what they need to remember quickly and discreetly. Here are some ideas for useful Memory-Joggers – they are most effective when the pupil is able to identify his own needs and be directly involved in making the cards.

Addition – Hundreds, Tens & Units. Where do I start?

365 + 521 1. HTU 2. HTU 3.HTU 365 365 365 521 521 521 6 86 886

Subtraction – HTU Where do I start? Where do I go next?

3 6 9

- 5 2 6 = start here

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MEMORY-JOGGERS – P.2

Writing Numbers Where do I start?

2 3 4 5 6 7 8 9

= start here

minus subtract take away difference less count back fewer than

Addition - HTU What are the steps? 1 378 + 256 add Units 8 + 6 =14 – move the 1 ten across to Tens 4 below line 1 2 378 +256 add Tens 7+5+1= 13 – move the 1 hundred across to 34 Hundreds below line 11 3 378 +256 add Hundreds 3+2+1=6 That’s it! 634 11

WESFORD 2 – Dyslexia resources File Mathematics – Language in Mathematics __________________________________________________________________

LANGUAGE IN MATHEMATICS The underlying learning differences that affect aspects of language and literacy learning in dyslexic pupils can also affect the learning of the language of mathematics. This section outlines the nature of some of the main problems that can arise here, and suggests ways of supporting the pupil and minimising the potential difficulties. The dyslexic pupil with reading difficulties may have extra challenges in maths – accurate reading is usually essential to full understanding of a problem or set of instructions. Support may be needed in decoding text to ensure equal access to the maths itself through the use of a Maths Reading Buddy.

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SUPPORTING MATHEMATICAL LANGUAGE The dyslexic pupil may experience difficulties with the language of mathematics. Much of the mathematical terminology we use will be new and will need to be learned, some will be specific to new ideas and concepts, and some confusingly familiar and yet with a new and very specific usage. Professor Mahesh Sharma, one of the leading experts in the field, asserts that ‘mathematics is a second language and should be taught as such.’ Common Dyslexic Difficulties Some of the difficulties that may affect mathematical language, as well as language and literacy, are:

• Verbal labelling and recalling correct terminology – there is often much new terminology to be learned, and dyslexic pupils with word-finding difficulties may find this very problematic. Retrieving the correct new term from memory, especially in the context of problem-solving and if the concept to which it is attached is not fully secure, can be a source of considerable difficulty.

• Processing symbolic or linguistic material – just as dyslexic pupils experience difficulty in dealing with symbols in literacy, so many of them will also have this difficulty in dealing with the symbolic nature of mathematics, especially number.

• Understanding variations in syntax – sequencing difficulties, and difficulties with short-term memory, can lead to problems in understanding meaning when syntax is altered. For example, many mathematical problems are expressed using conditional clauses that precede the main question (e.g. ‘If I have a bag of sweets and I give five to James, seven to Alice, and have six left in the bag, how many sweets did I have to start with?’). It is difficult for a dyslexic pupil with a limited working memory capacity to hold and process this information in working memory. It can also be confusing when syntax is altered but without a resulting change in meaning (e.g. ‘Take 8 away from 14’ has the same meaning as ’14 take away 8’, even though the numbers have changed sequence).

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SUPPORTING MATHEMATICAL LANGUAGE – P.2 Mathematical Terminology This can be one of the main sources of difficulty for dyslexic pupils, for the following reasons:

• There are often many new terms to learn at once, some of which will be specifically attached to certain mathematical topics. Learning the terms, or ‘labelling’ the concepts, may be difficult if the pupil’s word-retrieval abilities are weak or if the concepts themselves are insecure.

• Some of this terminology will be familiar but used in a new way and with an entirely different meaning. For example, a ‘unit’ may be an item of fitted kitchen furniture, ‘take away’ can be a meal, ‘partition’ may be a dividing wall, and even such words as ‘times’ and ‘place’ have very different meanings in everyday life. To dyslexic pupils, who often have difficulty with double-meaning or ‘dual labels’, this can be an additional source of confusion.

• Several mathematical symbols have a variety of different verbal labels, and this can also add to the burden for memory. For example, + can be labelled ‘add’, ‘addition’, ‘plus’, ‘count on’, ‘more’, ‘positive’ – and some alternatives will be more appropriate than others in certain situations.

Ideas for Supporting Language in Maths • Explicitly teach ‘new’ vocabulary (particularly familiar vocabulary used

in a new way) and syntax. It is often unhelpful for the dyslexic pupil if an understanding of these terms and expressions is assumed – much confusion can be cleared up by explicit teaching.

• Model the language as much as possible during this learning process, and create frequent opportunities for the pupil to practice using it until it can be used with independence and confidence.

• Where possible use visual or concrete aids when using mathematical terms. Point out classroom displays that connect terms with symbols, and model the language of processes while using concrete apparatus to illustrate it.

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SUPPORTING MATHEMATICAL LANGUAGE – P.3 • Give the pupil opportunities to demonstrate understanding other than

through language. The dyslexic pupil may be much more adept when demonstrating his thinking by manipulating apparatus or drawing representations that by explaining in words.

• Sharma advocates the encouragement of ‘reverse translation’ as much as possible – the pupil should translate number problems into words (with help where needed to model the appropriate language) as well as vice versa.


MATHS ‘READING BUDDY’ For the dyslexic pupil with reading difficulties, mathematical language can pose even greater problems. Many worksheets and books present challenges here – instructions are often presented in words and sentences which need very precise and accurate reading. A single error can affect the pupil’s ability to perform the task. Word problems, of course, can present major difficulties as well. A simple solution is to support the reading of these instructions and texts, while leaving the pupil to deal with the maths. Selecting a Maths ‘Reading Buddy’ This may need careful consideration. The ideal would be to have two or three pupils who have received ‘coaching’ in how to be a Maths Reading Buddy, so that no single child feels burdened. The job can be presented in such a way, however, that it becomes a popular option! The Buddy should be a good reader and someone who will not distract the dyslexic pupil he or she is supporting. The Buddy should, of course, be working on the same task, worksheet or page as the supported pupil. There is also the question of social preference to consider – perhaps the best choice is not a close friend who may distract but not someone wholly outside the supported pupil’s wider friendship group. The Role of the Maths ‘Reading Buddy’ It is important to stress that the Reading Buddy is NOT there to help the dyslexic pupil with the maths task. His or her job is solely to read the instructions or word problems aloud. This may mean reading them more than once, and it is often helpful if the dyslexic pupil repeats them back to check that he has heard and remembered correctly. The Buddy should not be disadvantaged by this, since he or she will in any case need to read these instructions for themselves, and may in fact gain from the resulting reinforcement. Clearly the teacher will need to monitor the effectiveness of this arrangement for both pupils, and ensure no one is losing out. The access this gives the dyslexic poor reader can be invaluable – it may mean the difference between success or failure in terms of the mathematical task itself.

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WESFORD 2


WESFORD 2 – Dyslexia Resources File Support Across the Curriculum – Contents __________________________________________________________________

WESFORD 2 - DYSLEXIA RESOURCES FILE SUPPORT ACROSS THE CURRICULUM

CONTENTS

Page Planning 205 Planning ‘Dyslexia-Friendly’ Lessons 207 Goals For Curriculum Access 209 Goals For Curriculum Access – Example 210 Metacognition 211 Concentration 213 Helping Concentration 215 Attention Checklist For Pupils 217 Mini-tasking 218 Signposting 219 Organisational Skills And Memory 221 Supporting Organisational Skills 222 Supporting Memory 224 Jobcard 225 Personal Day Planner 226 Accessing Information, Recording, Talking and Listening 227 Support Across The Curriculum – Accessing Information 229 Support Across The Curriculum – Recording 231 Mind Maps® 233 Scribing 235 Structured Oral Recording 236 Support Across The Curriculum – Talking 237 Support Across The Curriculum – Listening 238 Technology 241 Technology 242

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DYSLEXIA RESOURCES FILE – SUPPORT ACROSS THE CURRICULUM CONTENTS - Continued Page Tips for Teaching Assistants 247 Supporting Dyslexic Pupils – General Tips for Teaching Assistants 248

WESFORD 2 – Dyslexia Resources File Support Across the Curriculum – Planning __________________________________________________________________

PLANNING The key to ensuring successful curriculum access for the dyslexic pupil in class is in the planning stage. The information processing difficulties experienced by many dyslexic pupils mean that thought must be given to teaching styles, lesson delivery modes and structure. The child with working memory deficits, for example, may need information broken up into smaller ‘bites’ with time for processing, so that the information passes successfully into long-term memory. The dyslexic pupil with auditory processing problems will need strong visual and kinaesthetic inputs in order to remember what is being taught. Pupil activities must also be differentiated carefully. The dyslexic child usually hates to be seen as ‘different’, so consideration needs to be given to avoiding this feeling of alienation – it may well be beneficial to a range of pupils to be taught some of the special techniques and strategies for working suggested in this file. Planning ‘Dyslexia-Friendly’ Lessons provides a collection of ideas for planning for the full inclusion of dyslexic pupils, enabling them to take on board all the ideas and to work at levels appropriate for their underlying ability. Each section of the lesson is considered, so that structure, talk sessions and pupil activities can be adapted to the benefit of the dyslexic (and many other!) pupils. The pupil with significant dyslexic difficulties may need an Individual Education Plan which includes targets aimed at full curriculum access. The aims must, of course, be clear, appropriate, and achievable, based on real observed needs. Goals For Curriculum Access provides a structure for clarifying, analysing and recording the needs of the dyslexic pupil, so that the right kinds of support can be put in place to meet these needs. It enables the teacher to look at the classroom needs of the pupil holistically, incorporating not just specific responses to literacy or numeracy needs, but also the need for teaching and learning strategies across the whole curriculum at school and at home. Goals For Curriculum Access – Example shows a completed plan for a pupil as a guideline. It is well-known to teachers of dyslexic pupils and students that those who tend to succeed to the greatest degree in education are those who have developed metacognition – knowledge and understanding of their dyslexia, of the way they think and learn, and of the need for techniques

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and strategies to help them overcome barriers and difficulties and make the most of their strengths. These pupils and students have understood the need to take on board the learning strategies offered to them, and to take an active part in discovering their own. They are active learners, in control of their own learning – a highly motivating factor. Metacognition provides guidance to the teacher in planning the route to this type of understanding.


PLANNING ‘DYSLEXIA-FRIENDLY’ LESSONS The difficulties faced by dyslexic pupils, not only with literacy but often with working memory, sequencing and organisation as well, can be mitigated to some extent by ensuring that helpful approaches, strategies and techniques are implemented in lessons from the planning stage. The lesson structure, presentation and outcomes can be differentiated effectively for dyslexic pupils using ideas such as the following.

Introducing the Lesson • Briefly review previous work on this topic. • Write headings on the board/OHP denoting the main points to be

covered, using visual cues where possible. • Make the planned phases or activities explicit at the outset (e.g. talk,

reading, discussion, writing, homework) – this structure gives the pupil security in knowing what to expect and a framework in which to deal with the information.

• The main content headings can be displayed or given as a handout

where appropriate. Talk Session • Support talk with visual displays/diagrams/pictures wherever possible. • Emphasise the important points or new ideas by moving physical

position/altering vocal tone/pointing out next heading. • Pause briefly between points/ideas/items of information to give time

for pupils to process the information. • Tape-record important input or instructions (using a Dictaphone or

hand-held tape recorder) for the pupil to replay later. • Provide ‘key points’ in written note form where appropriate. • Where possible, give the dyslexic pupil an individual oral summary of

the main points.

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PLANNING ‘DYSLEXIA-FRIENDLY’ LESSONS – P.2 Main Activity • Make learning expectations, behavioural expectations and timings

explicit • Differentiate, planning for appropriate support strategies, e.g.:

o Reading: paired reading, group research activity, taped text o Writing: collaborative writing, structured format, scribing, alternative

medium (such as diagrammatic or oral recording) o Concentration/task completion: Mini-tasking, organisation of

resources, TA support Ensure that the lesson offers opportunities for optimal learning to

Visual learners Auditory learners Kinaesthetic learners Tactile learners Holistic learners

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GOALS FOR CURRICULUM ACCESS Name of Pupil:___________________________D.O.B:____________ Date:_____________

Strengths Weaknesses Curriculum Access Needs

What can be remedied? What must be supported?

Immediate Needs Longer Term Needs

‘First Aid’

Instructional Support

Teaching Strategies


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GOALS FOR CURRICULUM ACCESS - EXAMPLE Name of Pupil:___________________________D.O.B:____________ Date:_____________

Strengths Weaknesses Verbal Skills Spelling Creative Ideas Handwriting

Curriculum Access Needs • Recording ideas in topic work • Organising/presenting written work

What can be remedied? • Spelling • Handwriting • Organising ideas

What must be supported? • Writing in topic work • Writing in homework

Immediate Needs • Spelling programme • Handwriting programme • Scribing • Organising Ideas

Longer Term Needs • Learning Mind Mapping • Keyboard/ICT skills • Use of ‘Inspiration’ software

Instructional Support

• Spelling programme (TA) 3x per week – common spelling patterns, high frequency words and topic-related words

• Handwriting programme (TA) – ‘Write From The Start’ (LDA) – selected sections, daily practice

• Use of Writing Web (TA) – once a week • ‘Type To Learn’ to develop keyboard skills – daily at

home (home/school programme)

Teaching Strategies • Give list of topic vocabulary • Provide structures/tables/charts for recording

information where appropriate • Scribing in topic work (CT or TA) • Teach use of Writing Web – whole class

‘First Aid’ • Set up Scribing (parental support) for homework • Set up short weekly ‘tutorials’ to explain and discuss X’s dyslexia, learning

differences, needs and programmes of support with him, aiming to build self-esteem



METACOGNITION

Knowledge of Dyslexia The dyslexic pupil needs information

about dyslexia and how it affects individuals – positive role models will

help.

Knowledge of Own Learning Style

Pupil needs to understand his own strengths, weaknesses and

differences in learning style

Counselling/Support The pupil may need informal ‘counselling’ or ‘tutorials’ to • build confidence and self

esteem • learn about own learning

needs • learn independent

application of support strategies in contexts

Understanding and Acceptance of

Learning Differences

Optimum Self-Help Strategies Acceptance of dyslexia and learning ‘differences’ helps pupil to take on board range of taught techniques and strategies for supporting learning

Independence Pupil can become an independent learner with control over his own learning, experiencing successful

achievement of goals


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CONCENTRATION Difficulties in processing information in working memory, in achieving ‘automatic’ recall of words, number facts or grapheme-phoneme links, and in working at speed, can result in problems sustaining concentration on complex or demanding tasks, especially in a busy classroom setting. The dyslexic pupil may often appear to be ‘switched off’ or in a daydream – in fact they may be experiencing genuine difficulty in keeping track of the task and of their thoughts, and in sustaining the effort to do this for long enough to complete their work. Where problems like this are observed, the dyslexic pupil will need help to extend concentration span and to achieve success in completing their tasks. Helping Concentration provides a range of ideas for this – many of which are reminders of ‘best practice’ or teaching strategies that will benefit many other pupils and even the whole class. For pupils who are responsive to self-monitoring techniques – who enjoy the challenge of being ‘in charge’ of their own development – Attention Checklist For Pupils may be of help. It can be posted on a wall, on a table-top or on book covers to remind the pupil of what can be done to improve attention and concentration when the teacher is giving information or instructions. Careful structuring of lessons, with appropriate ‘refocusing’ breaks and a variety of different modes of learning, can help pupils sustain concentration. To go a stage further and make the lesson structure clear and explicit to the pupils, and to incorporate techniques to aid attention and enhance memory, will help the dyslexic pupil with concentration difficulties. Signposting outlines such techniques in lesson planning and delivery. Many dyslexic pupils feel immense frustration at being unable to complete tasks and produce finished work like their peers. Their need for frequent refocusing can be used to make the most of their skills and abilities during their short periods of concentration, using the technique of Mini-tasking. Regular use of this technique – several times a week, implemented by the class teacher or a teaching assistant – can result in

improved concentration span as the pupil experiences the success that results from increases in sustained attention to the task.

WESFORD 2 – Dyslexia Resources File Support Across the Curriculum – Concentration ____________________________________________________________________

HELPING CONCENTRATION A common feature of dyslexia is limited working memory, affecting the amount of information a pupil can process or think about at any one time. This can result in genuine problems with sustaining attention and concentration or following a train of thought, especially in a busy classroom setting and when the task involves sequencing or written recording. The following strategies can help – select those that are appropriate for the age and ability of the pupil and for the type of activity or lesson. • Give the pupil a sheet showing the main points to be covered in lesson,

with space for notes. • Multi-style Input - make teacher-talk as multi-media as possible by using

visuals, movement, changes in voice tone and volume, pauses between points.

• Signposting - make the structure of the lesson clear at the outset using

displayed headings which can be referred to frequently. • Active learning - include as much hands-on activity as possible. • Achievable tasks - ensure that all tasks are within the pupil’s capabilities. • Support - ensure that appropriate support strategies are in place to make

certain that the pupil can succeed at the task. • Resources - ensure that the pupil has all the necessary resources

organised and to hand in advance. • Noise - ensure noise level remains low when pupils are discussing work –

some dyslexics are abnormally sensitive to noise. • Mini-tasking - break up the task into smaller stages, presenting each

separately with a time target and praise/reward for completion.

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HELPING CONCENTRATION – P.2 • Strengths - where possible make optimal use of the pupil’s strong

channels for learning – perhaps organising opportunities for recording group discussions/oral presentations, or using Mind Mapping etc.

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ATTENTION CHECKLIST FOR PUPILS Some dyslexic pupils are aware of their difficulties, and may understand that they have a problem with staying focused during lessons. Pupils who have this type of understanding are often able to take on board self-help strategies, especially as they become more mature (see Metacognition). This checklist may be a helpful tool to remind such pupils of how to help themselves sustain concentration.

ATTENTION! ♦ Sit near the board or the teacher ♦ Sit next to a good ‘listener’ ♦ Avoid chatterers ♦ Look at the teacher’s face when he or she is talking ♦ Make keyword notes if you can ♦ Get a friend to check you have homework clearly recorded

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MINI-TASKING Uses Mini-tasking is a strategy for helping pupils who have difficulties concentrating and sustaining effort, particularly on written language tasks. It benefits dyslexic pupils, who often have these problems due to working memory deficits. It is useful in any situation where the pupil experiences difficulty with the task and can work effectively only for short periods at a time.

Method When planning class tasks on which the dyslexic pupil may find it difficult to sustain focus and concentration:

•• Consider how the task could be broken down into small steps or stages, each of which can be presented as a ‘Mini-task’.

•• Make sure these steps are each very clearly defined and closed-ended (e.g. exactly how many lines or which piece of information is to be written).

•• Make sure the Mini-tasks are well within the pupil’s capabilities (e.g. any ‘tricky’ words or subject-specific vocabulary supplied)

•• Present each step to the pupil one at a time as a separate Mini-task. Make the expectations clear and explicit to the pupil.

•• Give a time limit to the pupil (which must be achievable!) for completion of each Mini-task.

•• Give plenty of positive feedback for success. Depending on the age and motivation of the pupil, a negotiated ‘reward’ system for completion of each Mini-task within the time limit can be very effective.

• Allow a short break (perhaps involving a chance to move about or perform some practical task) before presenting the next Mini-task.

• Where appropriate, ensure that the pupil knows he is working to

achieve the same results as those of similar ability in the group, but in a way which suits him best.

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SIGNPOSTING Purpose This is a technique used in lesson presentation to help pupils sustain focus and concentration, and to keep them ‘on track’. It is helpful to dyslexic pupils who have working memory difficulties. The main points to be covered in the lesson are written on the board or OHP with space between them. Methods Different coloured chalks or OHP markers are used, where possible, for each main point in order to create emphasis and aid memory. As the lesson progresses each new point is ‘signposted’ or emphasised as it is reached by using as many of the following as possible:

• Visual cues (symbol, sign or picture) added next to the heading • Gesture (pointing or indicating) • Movement (walking to another part of room, changing position or

posture)

• Auditory cues (change in tone or volume of voice, use of sound effects)

Reasons for Use ‘Signposting’ the main content points helps the dyslexic by

• Giving the lesson a clear structure so that the ‘big picture’ is clear from the outset

• Breaking up the content into ‘bites’ for easier processing –

especially if a short break is built in between main points

• Refocusing attention regularly through changes of emphasis, gesture, colour, visual cueing, movement etc. as above

• Including different sensory modalities (visual, motor, auditory)

to aid concentration and memory

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WESFORD 2 – Dyslexia Resources File Support Across the Curriculum – Organisational Skills and Memory __________________________________________________________________________________

ORGANISATIONAL SKILLS AND MEMORY Those who have had dyslexic pupils in their class – or as parents at home - will probably recognise the problems many of them have with organisation. It can be frustrating when the child consistently forgets to bring in homework, to deliver messages, or to put their belongings away, despite frequent reminders. The difficulties can also extend to the organisation of thoughts, of written work and its presentation, or of timings within the school day. Supporting Organisational Skills gives the class teacher a range of ideas and suggestions to help overcome these difficulties. It deals with types of organisation under the headings Belongings and Equipment, Spatial Awareness – specifically the ability to organise the planning and layout of work on paper – and Time – including the organisation of events within the daily routine, and awareness of time duration for specific tasks. Closely tied in with organisational difficulties are problems with memory. Where short-term or working memory deficits affect the learning of literacy and numeracy skills, the structuring of programmes will need to take this into account and to compensate for such difficulties with appropriate learning routines. These are dealt with in the Literacy and Mathematics sections of this file. Memory difficulties, however, can cause more generalised problems for the dyslexic pupil – in keeping track of events, staying focused on the requirements of a task, having all the things needed for completing activities, or knowing exactly what the homework instructions are. Supporting Memory gives some helpful ways of overcoming these problems. Examples of useful tools for this task are the Jobcard and the Personal Day Planner. Like all newly introduced techniques or routines for the dyslexic pupil, success will depend on preparation and planning – it may be necessary to devise a special ‘mini-programme’ to help the pupil become accustomed to using the Planner or Jobcard independently. Steps towards this independence may need to involve tactics such as systems for reminding the pupil how and when to use them, and rewards for attempts to do so, until the routines become firmly established.

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SUPPORTING ORGANISATIONAL SKILLS If the dyslexic pupil has problems with organisation, the systematic use of support strategies can often have a very positive effect on achievement. Programmes should be set up with maximum pupil involvement, with clear guidelines and a ‘reward’ system for positive outcomes. Belongings and Equipment • A checklist of equipment needed at start of day can be devised with the

pupil’s participation and kept in an appropriate place in the classroom. This can be pictorial. If a template is created on the computer, with blank spaces for additional special items, the checklist can be ‘customised’ to meet new needs.

• Labelled cupboards and drawers (pictorial if appropriate). • Personal box or bag for all equipment needed daily, with accompanying

checklist. • Colour-coded labels for each subject (exercise books, trays, shelves

etc.). • Checklist (pictorial if appropriate) of items needed for the day taped

inside the front door at home. • ‘Home-time Buddy’ – a friend who can routinely remind the pupil to take

home book bag, lunch box, letters, homework etc. Spatial Awareness • Lined paper and lined exercise books for written work and squared maths

books can help with the layout and presentation of work. • Pages can be specially ‘formatted’ for setting out specific types of work,

e.g. science experiments, map-work. This can be done on an individual ‘one-off’ basis by the teacher or TA before the activity, or a template can be used.

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SUPPORTING ORGANISATIONAL SKILLS – P.2 • ‘Layout Guides’ can be made for written work to place under a blank page,

showing margins, ‘start here’ dots, directional arrows, boxes for date, headings, paragraphs, text, drawings etc. as appropriate.

Time • Personal timetables showing regular routines (pictorial or colour-coded)

can be highly effective. • A timer (with a quiet buzzer!) can be used for setting task duration or

reminding the pupil to do something. • Ensuring that the pupil is in the first group to get ready for

break/lunch/assembly/TV can prevent the dyslexic pupil with a slow response speed from ‘standing out’ or causing disruption.

• The strategic use of TA support to help the pupil in an activity when

timing is important can be helpful. • Extra time should be allowed for completion of some types of task (at

the start or finish, or as homework)


SUPPORTING MEMORY Difficulties with encoding and retrieving some types of information in memory are common in dyslexia. In addition to the specific techniques and strategies suggested in the other sections of this file, here are some suggestions for helping with general problems with remembering. • Checklists ‘Trigger word’, pictorial or photographic checklists for

routines, the day’s tasks, instructions for a piece of work etc. can help the dyslexic pupil stay on track.

• Jobcards These can be individual, group or class instructions for

specific jobs or learning tasks. The format can vary according to the needs and skills of the dyslexic pupil.

• Timetables It is very helpful to produce information displayed in a

form the dyslexic pupil can use about the day, what is planned, what he or she will need to have ready, etc.

• Taped Instructions Short tapes can be made beforehand of the

activity’s requirements, or a dictaphone can be used by the teacher while explaining the task so that the pupil can replay instructions later.

• ‘Buddy’ System Reliable peer supporters can take on the tasks of

reminding the dyslexic pupil, for example o to take home reading books, letters to parents, lunch boxes etc. o to carry out a regular task or duty o to change tasks or groups at the appropriate time o to use a particular resource such as a Word Bank or Tables Chart

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JOBCARD

Name Date

Things I will need Tick for ‘Done’

Things to Remember

Activity and Tasks 1 2 3 4

Tick for ‘Done’

What to do when I have finished

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PERSONAL DAY PLANNER

Name____________________________________________________ Date_________________

Today is ___________________

ACTIVITY BEFORE BREAK THINGS I WILL NEED

TICK WHEN FINISHED

ACTIVITY AFTER BREAK THINGS I WILL NEED TICK WHEN FINISHED

ACTIVITY AFTER LUNCH THINGS I WILL NEED TICK WHEN FINISHED

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SUPPORT ACROSS THE CURRICULUM ACCESSING INFORMATION, RECORDING, TALKING AND

LISTENING It is generally understood that dyslexic pupils may have the ability to take on board and deal creatively with the concepts and knowledge-base of particular topics across the broad curriculum, even though they may lack the literacy skills to read about them from books or other written sources or to record their knowledge, thoughts and ideas in writing. Equally, they may not have the working memory and rapid information processing capacity to absorb long sequences of spoken information or instructions. They may perhaps lack the oral fluency, because of sound-sequencing or word-finding difficulties, to feel confident in demonstrating their understanding through class or group discussions. These difficulties may set up insurmountable barriers to self-fulfilment and expression, so that the pupil’s ‘real self’ has no way of emerging. Unless the class teacher provides regular and frequent opportunities for dyslexic pupils to achieve their potential despite these difficulties, the result can be confusion, frustration, resentment, anger, and eventually even a total disengagement with school and the feelings of failure it imposes. Poor reading skills may prevent the dyslexic pupil from being able to gain information for himself at a level of complexity appropriate for his ability. The kinds of books he can read will be inadequate, the basic information and simplified ideas falling far short of his capabilities. The books containing information at the right level for his understanding are likely to be beyond his reading capacity. Support Across The Curriculum – Accessing Information provides some valuable suggestions for overcoming these barriers and enabling the dyslexic learner to access information successfully. Many of these suggestions, like so many class teaching strategies for dyslexic pupils, are simply reminders of ‘best practice’ and will benefit a much larger group of pupils as well. The most marked area of difficulty for most dyslexic pupils is written recording. Problems with spelling, handwriting or the organisation of ideas in written form, often prevent these pupils from demonstrating the extent of their knowledge and understanding of topics when writing is the medium of expression. Support Across The Curriculum – Recording gives ideas for supporting writing and also for providing alternative methods of

recording ideas which can make best use of the dyslexic pupil’s strengths. The child with strong visual and creative skills, for example, may find Mind Mapping a valuable tool for organising and recording ideas in a graphic and highly individualistic form. For those with good oral language skills, Scribing can often be used to good effect – the method offered here encourages independent working and the development of writing skills. Structured Oral Recording, too, is a useful technique for encouraging full participation in group co-operative work as well as using oral language to formulate questions, and discuss and record responses. Not all dyslexic pupils possess these oral language strengths. Some experience problems with the sequencing of sounds (such as accidental ‘spoonerisms’) or with word-finding – ‘tip-of-the-tongue’ syndrome. In some cases this can result in a child who has learned that it is easier and less embarrassing to stay quiet, not to participate in discussions or to put up a hand to answer questions. In some cases the inhibition can lead to non-responses even when direct questions are asked. If such behaviour is persistent, it can give a false impression that the pupil has little to say, does not know the answer or understand the question. The suggestions in Support Across The Curriculum – Talking will help teachers to break this cycle and encourage these pupils to overcome their difficulties with talking in class. Difficulties with information processing common in dyslexia can also result in problems with listening. When information is being given verbally at a fast pace, with many facts and ideas following one after another, as in a lively class discussion or talk session, the dyslexic pupil with sequencing, working memory and processing speed difficulties may be unable to keep pace. While one piece of information is being dealt with, those that follow may remain unprocessed and therefore forgotten. The ideas in Support Across The Curriculum – Listening are aimed at helping the teacher develop teaching strategies to offset or overcome these difficulties.

WESFORD 2 – Dyslexia Resources File Support Across the Curriculum - Accessing Information, Recording, Talking and Listening ______________________________________________________________________________________

SUPPORT ACROSS THE CURRICULUM – ACCESSING INFORMATION

Dyslexic pupils may need support when important information is in written form. This can involve supporting the pupil’s access to the text itself, or providing the information in an alternative medium that matches the pupil’s strengths. Some of the ideas below may help. • Minimise reading in lessons. • Provide text in advance (perhaps as homework task) where possible. • ‘Warm up’ any text that needs to be read, by discussing contents and

flagging up main points and subject-specific vocabulary. • Avoid asking student to read aloud in class. • Allow extra time for any reading. • Use variety of information sources (tapes, videos, film etc.) wherever

possible. • Use ‘active’ group reading (i.e. set tasks that involve exploring and

interacting with text to obtain specific results). • Simplify worksheets – fewer words where possible. • Use pictures/symbols where appropriate. • Highlight key words or phrases. • Work on subject-specific vocabulary in advance. • Write clearly/minimally on board. • Make explicit the purpose of any reading task.

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SUPPORT ACROSS THE CURRICULUM – ACCESSING INFORMATION – P.2 • Use Paired Reading for access to texts above independent reading level. • Use peer or TA reading support. • Set up ‘Reading Buddy’ for access to written instructions/worksheets. • Provide tapes of important texts for pupil to listen to.


SUPPORT ACROSS THE CURRICULUM – RECORDING Across the broader curriculum the dyslexic pupil will need opportunities to be freed from the constraints of his problems with written recording, and be able to demonstrate his full understanding, knowledge and ideas. The techniques below can be used singly or in combination to provide this support. • Focus on a few key spellings for marking. • Mark on content rather than spelling, handwriting or presentation. • Encourage use of 1-2-3 Check or other spelling strategies used. • Promote use of ICT where appropriate – e.g. word processing, programs

such as ‘Inspiration’ for recording and organising ideas. • Plan for a variety of pupil responses (visual, oral, graphic as well as

written work). • Use table/graph completion if appropriate. • Give pupil brief Key Word notes of the lesson content where this may

help. • Allow extra time for any copying. • Write on the board using 3 colours (alternate lines) – this helps the pupil

to keep his place. • Use structured formats for planning/organizing ideas such as Writing

Web where writing is necessary. • Use Mind Maps® for presenting information as well as for the pupil to

use in recording learning. • Encourage group/paired discussion after note-making.

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SUPPORT ACROSS THE CURRICULUM – RECORDING – P.2 • Organise group work to allow for collaborative writing activities, grouping

the dyslexic pupil with others of similar understanding/ability levels. • Use peer/ESA/parents support for Scribing.

WESFORD 2 – Dyslexia Resources File Support Across the Curriculum - Accessing Information, Recording, Talking and Listening _______________________________________________________________________________________________________

MIND MAPS® What are Mind Maps? Mind Maps* are graphic tools for recording thoughts and ideas without prose writing, developed by psychologist Tony Buzan, described and illustrated in detail in The Mind Map Book , Tony Buzan with Barry Buzan, BBC Books, London, 1993. The technique allows ideas to be recorded by free association, without the constraints of sequencing and organisation at the same time.

Mind Mapping makes use of the WHOLE brain (by including left and right hemisphere functions) and not just the areas associated with language. A Mind Map takes far less time to make, and far less time to ‘read’, than conventional written notes. Its specially formulated techniques are designed to enhance memory, and it can be used to improve learning, study and revision. Main Features • The subject is crystallised as a central picture – this activates the

‘creative’ right brain

• The main ideas radiate from the centre as branches, each labelled with a single printed word OR image

• Associated ideas branch from these, again labelled by images or single words

• Ideas can be freely generated in any order, fitting into any part of the Mind Map at any time

• Each branch, when completed, can be outlined in a colour and style unique to the branch to make it stand out in memory

• Images, rather than words, are used wherever possible

• Different colours, sizes, imagery, symbols and 3-D effects are used freely to create emphasis

• Arrows and codes can be used to associate and link ideas

• Numbers, letters or symbols are then used to organise and order the branched of the Mind Map

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MIND MAPS – P.2

• A unique personal style is encouraged to enhance creativity, memorability and motivation

• Mind Maps are especially helpful for dyslexic learners, since they

enhance memory, remove the need for sequential processing and optimise the creative and holistic abilities which are often comparative strengths for dyslexic pupils.

* Mind Map is a registered trademark of the Buzan Organisation, 1990. For more information contact Buzan Centres, Ltd., 54 Parkstone Rd., Poole, Dorset BH15 2PG.)

WESFORD 2 – Dyslexia Resources File Support Across the Curriculum - Accessing Information, Recording, Talking and Listening __________________________________________________________________________________

SCRIBING For dyslexic pupils with good verbal skills, who are able to talk about their ideas much more successfully than they can write about them, scribing can be a useful support technique. It can provide a means for them to demonstrate their knowledge and ideas about topics across the curriculum where support is available from a teacher, teaching assistant, parent or peer scribe. When used effectively, scribing can increase the pupil’s ability to work independently, rather than perpetuating dependence on another’s help. To make sure this is the case, these guidelines should be followed. • Plan what is to be included FIRST, perhaps using a Writing Web. Help

pupil to generate and organise ideas with guiding questions, but do not do the thinking for the pupil.

• Ask the pupil to start by thinking about the first short section of the

piece, and what should be in it. • Write down ONLY what pupil says, a short section at a time. • Between sections, read back exactly what the pupil has dictated. Ask: o Have you said what you wanted to say? o Does is sound right? o Do you want to change/add/cross out anything? (re-read parts if

necessary). • Make any changes that the pupil wants. • Complete this process with each section before moving on. • At the end, re-read whole text and ask the same questions again. • Type on computer if possible – this ‘de-personalises’ the handwritten

version, making it easier for the pupil to take full ownership of the finished product, and also ensures that it looks well-presented.

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STRUCTURED ORAL RECORDING Purpose Dyslexic pupils who are verbally able, but who have problems with written recording, benefit from learning to record their knowledge and ideas orally on tape. This can then be transcribed on a word processor if desired. This gives them the opportunity to demonstrate their understanding and ideas without the constraints of their problems with written recording. It is far from easy, however, for a young dyslexic pupil simply to sit with a tape recorder and produce a coherent piece of work, and this takes a great deal of guided practice. The following method provides a structured approach to this, and has the advantage of being a small-group activity. The dyslexic pupil can be grouped with others of similar verbal and intellectual ability. It is best suited to the recording of information, e.g. after topic-work input. Method You will need: a tape recorder; a Writing Web (optional) • The children discuss the topic, and formulate a series of questions

which will elicit the information being sought. These can be written on a Writing Web or recorded in some other way.

• Each question is discussed in turn and everyone contributes to the

content of the answer. ‘Trigger Word’ or diagrammatic notes can be made in the appropriate box on the Writing Web as reminders.

• As each question is dealt with, one child is picked as the Interviewer

and one as the Interviewee. They practice asking the question and answering as fully as possible – the others in the group can act as ‘prompts’. After enough practice, the ‘Interview’ is recorded on tape.

• All the other questions are practised and recorded in the same way, to

produce a ‘Programme’ about the topic. • This activity requires adult support initially, but if practiced

sufficiently can become a more independent group activity.

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SUPPORT ACROSS THE CURRICULUM - TALKING Not all dyslexic pupils follow the pattern of being articulate with good verbal expression despite their written language difficulties. Some may have difficulties with verbal fluency, perhaps stemming from word-finding problems or difficulties in sequencing the sounds in words correctly. Such pupils have often learned that the easiest option is to stay quiet, and not to contribute to discussion even though the relevant ideas and knowledge are present. The following suggestions may help to alleviate these difficulties. • Avoid putting the pupil ‘on the spot’. • Give warning before asking direct questions (e.g. if you know the pupil can

answer appropriately, tell them you are going to ask them the question after the next two people have spoken).

• After asking a question, allow the pupil time for processing the question

and formulating an answer. • Do not assume that a non-response means lack of knowledge. • Help with word-finding by supplying the first sound of the word you think

the pupil is searching for. • Help with word finding by encouraging the pupil to ‘talk around’ the

problem word, e.g. describe it, find an alternative, etc. • Use structured group discussion as an alternative to class discussion –

e.g. where the members of a group take turns to be ‘chair’, or where pupils take turns to formulate and answer relevant questions (see Structured Oral Recording) or contribute facts or ideas.

• Organise small groups or response partners to have some preparatory

talk about the subject prior to a whole-class discussion.

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SUPPORT ACROSS THE CURRICULUM - LISTENING Dyslexic pupils often experience difficulties in sustaining attention to verbal instructions and talk sessions, owing to problems with short-term auditory and working memory. Breaking the verbal input into short, manageable ‘bites’ with processing time in between, and backing it up with stimuli that use other sensory channels, can make a significant difference. The following suggestions may help. • Clarify the content and structure of the lesson initially, using, for

example, headings on the board with pictures or symbols as well as words. It helps if the pupil knows what is going to take place beforehand.

• Give a handout showing the key points (with space for notes) where

appropriate. • Use Signposting with main points on the board. • Use novelty (e.g. jokes, changes in physical position or tone of voice, use

of ‘props’ or visual stimuli) to refocus attention regularly. • Break up talk into short ‘bites’ with enough time between for the

information to be processed. • Vary the lesson format as much as possible by using different media. • Use a hand-held tape-recorder or Dictaphone to record the important

points for the pupil to replay later. • Give homework instructions in written form (e.g. a brief handout or entry

in a ‘home-school’ book). • Use peer/ESA support to check that homework instructions have been

recorded and understood by the pupil. • Sit the pupil close to the stimulus source, with minimal distracters. • Use eye contact with the pupil to maintain focus

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SUPPORT ACROSS THE CURRICULUM – LISTENING – P.2 • Use repetition and paraphrasing wherever possible. • Ask the pupil (discreetly) to repeat important points to check

understanding.

WESFORD 2 – Dyslexia Resources File Support Across the Curriculum – Technology __________________________________________________________________

TECHNOLOGY Items of technological equipment, especially computers, are often hailed as a ‘lifeline’ for dyslexic pupils and students. They can alleviate demands on decoding, on spelling, handwriting and organisation of thoughts, and give access to an infinite number of facts and ideas via the internet. While this can, of course, be true, it must be stressed that technology can only help fulfil a need if the need is clearly defined and genuine. There are too many cases of pupils being given much-awaited lap-top computers, for example, on which to write stories, poems, narratives, diaries or reported events, only to find that the process of typing their work is slower than handwriting it, that the spellchecker does not give suggestions for their non-phonetic spellings, or that the word-processor does not help them structure and order their ideas which come out as jumbled as ever. They keys to successful use of technology for the dyslexic are clarity about exactly what is needed (so the right tool can be provided) and training in its use. The frustration for the pupil provided with a computer but not with the keyboard skills and knowledge to use it effectively can be enormous and damaging. This section on Technology provides information about a wide range of technological equipment, software and programs which have proved valuable in helping dyslexic pupils – with the right training - to access the curriculum more effectively and achieve success.

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TECHNOLOGY The strategic use of technological support aids can be highly effective for dyslexic pupils. However, such aids are only effective if they genuinely fulfil an identified need and, most importantly IF the pupil has the knowledge and skills to make best use of them. For example, it could be very destructive to a pupil’s self esteem if he or she were given an electronic spelling checker to help with spelling accuracy without having the basic skills to select from the possible alternative spellings presented. Similarly, a laptop computer is of no real use without the keyboard and typing skills required to make it a viable alternative to handwritten work. For these reasons, it is vital to ensure that adequate preparation and training is in place before giving the pupil such aids. The following list briefly describes some items of technology and software that have been designed for, and used successfully by, dyslexic pupils in school and at home. More information about products and the ways they can help dyslexic pupils is available from various internet sites. Iansyst, a company specialising in technology and software for dyslexic people of all ages, is particularly helpful and informative – they can be located at www.dyslexic.com. Wordshark 3 A widely used program, this contains 36 games to support the development of word recognition and spelling using sound, graphics and text. Numbershark This program helps build basic number skills through games covering a wide range of ability (6 to adult). What to do when you can’t learn the……Times Tables Designed by Steve Chinn, authority on mathematics and dyslexia, this program gives useful strategies for learning multiplication tables.

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http://www.dyslexic.com/


TECHNOLOGY - P.2 Maths Workshop Many different approaches to learning about problem solving, basic operations, computation, fractions, pattern recognition, estimation, spatial thinking and logical reasoning can be found in this CD-ROM. Textease 2000 This is a simple talking word processing package, and can be used to support literacy skills across the curriculum. Dictation or Voice Recognition Systems There remains a good deal of controversy about the effectiveness of these packages – many people have tried one or other of them and been disappointed in the results, while others have found them a vital and highly liberating tool for recording. Most current products work in continuous speech, as in normal conversation, as opposed to discrete speech. Opinions vary as to which is best for which type of user – some feel that discrete speech systems are still the best option for very young pupils with significant learning difficulties. The training of the package to recognise the individual voice may vary in difficulty and length of time. However, products are improving all the time, and for the dyslexic pupil who has severe and persistent written language difficulties but who can use oral language more effectively, this type of support is well worth pursuing. Some of the most well-received products are: • Dragon NaturallySpeaking Preferred V5 International • Dragon NaturallySpeaking Professional V6 UK • DragonDictate for Windows Power Edition V3 UK (Discrete Speech

System) • ViaVoice Standard (V9) • ViaVoice Pro (V9) Mastering Memory This is a program designed to improve visual and auditory memory.

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TECHNOLOGY – P.3 Brain Power Tutorial Games This program is skills-related rather than age-related and is therefore suitable for a wide range of pupils with dyslexia and other difficulties. The highly structured games are designed to work on the development of spelling skills, auditory and visual skills, short-term memory and eye tracking. MindManager 2002 This program is based on the Mind Mapping® system developed by Tony Buzan – it provides a powerful tool to aid creative thinking and the organisation, the development of ideas, and their recording in a visual rather than a linear way. It is especially useful for those pupils who have already learned Mind Mapping. Kidspiration and Inspiration These are visual learning tools for organising information and understanding and linking concepts, creating stories and expressing thoughts and ideas. Kidspiration is specially developed for Key Stage 1 pupils, although it may still be appropriate for many in Key Stage 2. Inspiration is the more advanced version. Type To Learn This combines typing tuition with phonic-based spelling and language activities, and is recommended by the BDA for dyslexic pupils. CD-Rom or multiple disk versions contain extra teachers’ options, enhanced graphics and a full-featured word processor to apply keyboarding skills. Learning to type and practising basic skills is fun with this program. Typing Instructor Deluxe An award-winning program containing various skills levels which is designed to develop and practice typing skills in the context of lively games and adventure activities as well as structured lessons. Quicktionary Reading Pen This novel device scans a word from any printed text, displays it in large type, reads and spells it aloud from the built-in speaker or from headphones, and defines the word at the push of a button. Although based on the

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TECHNOLOGY – P.4 American Heritage College Dictionary, it recognises UK English spellings and definitions when they differ from US ones. It is also adjustable for left-handed and right-handed users. GAMZ Player CD This is based on the highly regarded GAMZ multisensory reading and spelling SWAP/FIX card games. It allows pupils to play all 49 of these extremely effective games and adds some further activities. Many of these can be customised, and the GAMZ Writer also allows the teacher or pupil to design their own SWAP/FIX games. Franklin SPQ-106 Pocket Spellmaster Plus This is suitable for pupils who are able to use phonetic spelling strategies but who cannot yet use spelling variations correctly. As well as having phonetic spell correction of over 70,000 words it also has a range of other functions including word games and calculator. Franklin SMQ-106 Pocket Spelling Ace This has phonetic spell correction of over 80,000 words and also includes some of the features of the above Spellmaster. Further details on all the above programs and devices can be obtained from Iansyst at www.dyslexic.com.

http://www.dyslexic.com/

WESFORD 2 – Dyslexia Resources File Support Across the Curriculum – Tips for Teaching Assistants __________________________________________________________________

TIPS FOR TEACHING ASSISTANTS Teaching assistants have an increasingly important role in supporting pupils with special educational needs, including dyslexic pupils. They are often in a unique position to observe the pupil’s performance, strengths, weaknesses and emotional responses and to get to know them well as individuals. They are often given the task, too, of implementing one-to-one or small-group support programmes with the teacher’s guidance or supporting in class with the development of self-help strategies, learning techniques or routines. This section gives some suggestions and ‘tips’ for teaching assistants to help them understand the needs of dyslexic pupils and provide appropriate support. Some are ‘instinctive’ – the empathy many teaching assistants have with their pupils guides them towards appropriate responses – while others are perhaps more unfamiliar. All are invaluable in supporting the learning of dyslexic pupils in a range of settings.

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SUPPORTING DYSLEXIC PUPILS – GENERAL TIPS FOR TEACHING ASSISTANTS

Teaching Assistants frequently work closely with small groups of pupils or individuals, including dyslexic pupils. The TA is often in a unique position, therefore, to affect the way the dyslexic pupil responds to school and to learning tasks. The following general points will provide the TA with basic knowledge about how to help the dyslexic pupil optimise his or her learning opportunities.

• Give lots of reassurance, praise and encouragement. • Make everything explicit – do not assume the pupil has understood

things unless they have actually been said or taught. • Do not ask the dyslexic child to copy from the board unless essential –

if it is, use coloured pens or chalk to mark out each line in a different colour.

• Promote the pupil’s strengths and never expose their weaknesses in

front of others. • Find ways of making very small steps of progress explicit for the pupil

– if possible let the child record his/her own progress on a graph or chart.

• Talk to the pupil about dyslexia and about how well other dyslexic

people have succeeded. • Refocus the pupil’s attention frequently in subtle ways (e.g. pointing to

the page, asking questions, praising). • Allow extra time for tasks to be completed by a dyslexic pupil. • Have high expectations of the child’s ability and understanding in

general (e.g. topic work, general knowledge). • Teach individual presentation skills e.g. how and where to write the

date and titles; underlining; layout of sums; numbering etc.).

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SUPPORTING DYSLEXIC PUPILS – GENERAL TIPS FOR TEACHING ASSISTANTS – P.2 • Keep learning activities short and varied. • Give short breaks if needed, ideally including some movement (e.g. a

‘message’; fetching something; a short exercise; a quick reinforcement game).

• Understand that performance will be very erratic, varying from day to

day – change expectations accordingly. • Watch out for tiredness and fatigue – dyslexic children have to put in

more effort and use a lot more energy than others doing the same tasks.

• Help with organisation – checklists (using pictures) can be useful. • Help the dyslexic pupil to find his/her own ways of remembering

things – encourage the use of stronger learning channels (visual, auditory, motor) and of ‘quirky’ or funny and unique ideas (these are more memorable!). Record in a Memory-Joggers Book.

• After a ‘teacher input’ session, ensure that the dyslexic pupil has

understood and taken in all the important information by individually o Repeating in different words o Summarising o Getting pupil to repeat back o Asking questions to check understanding o Helping pupil to make a quick ‘checklist’ using trigger words or pictures

to refer back to

WESFORD 2 – Dyslexia Resources File Bibliography __________________________________________________________________

BIBLIOGRAPHY British Dyslexia Association (2006) Achieving Dyslexia-Friendly Schools Resource Pack. 5th Ed. Reading, BDA www.bdadyslexia.org.uk Bath, J. B. and Knox, D. E. (1984) Two styles of performing mathematics, in Bath, J. B., Chinn, S. J. and Knox, D. E. (Eds.) Dyslexia: Research and its Application to the Adolescent. Bath, Better Books Blakemore, S. & Frith, U. (2005) The Learning Brain: Lessons for Education. London, Blackwell Broomfield, H. and Combley, M. (1997) Overcoming Dyslexia: A Practical Handbook for the Classroom. London, Whurr Publishers Buzan, T. with Buzan, B. (1993) The Mind Map Book. London, BBC Books Chinn, S. and Ashcroft, R. (2006) Mathematics for Dyslexics, A Teaching Handbook 3rd Ed. London, Whurr Publishers Chinn, S. J. (1998) Diagnostic Inventory of Basic Skills and Learning Style in Mathematics. London, The Psychological Corporation Cox, A. R. (1992) Foundations for Literacy. Structures and Techniques for Multisensory Teaching of Basic Written English Language Skills. Cambridge, MA, Educators Publishers Fawcett,A. (2001) Dyslexia and Good Practice. London, Whurr Fawcett, A. and Nicolson, R. (Eds.) (1994) Dyslexia in Children: Multidisciplinary Perspectives. London, Harvester Wheatsheaf Goswami, U. and Bryant, P. (1990) Phonological Skills and Learning to Read. Hove, Lawrence Erlbaum Inspiration (2002) Inspiration Software, Inc. (Available from iANSYST Ltd., Cambridge) Kidspiration (2002) Inspiration Software Inc. (Available from iANSYST Ltd., Cambridge)

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http://www.bdadyslexia.org.uk/

WESFORD 2 – Dyslexia Resources File Bibliography __________________________________________________________________

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McGuinness, C. and McGuinness, G. (1998) Reading Reflex. London, The Free Press Moseley, D. (2009) The A C E Spelling Dictionary. Cambridge, Learning Development Aids Ott, P. (1997) How to Detect and Manage Dyslexia. Oxford, Heinemann Ott, P. (2007) Teaching Children with Dyslexia: A Practical Guide. London, Routledge Palincsar, A. and Brown, A. (1984) Reciprocal Teaching of Comprehension Fostering and Comprehension Monitoring Activities. Cognition and Instruction 1(2), 117-175 Pollock, J., Waller, E. & Pollit, R. (2004) Day-to-Day Dyslexia in the Classroom 2nd Ed. London, Routledge Reid, G. (2003) Dyslexia: a Practitioner’s Handbook (3rd. Ed). Chichester, John Wiley Reid, G. & Wearmouth, J. (Eds) (2002) Dyslexia and Literacy: Theory and Practice. Chichester, Wiley Snowling, M. (1985) Children’s Written Language Difficulties. Windsor, NFER Nelson Snowling, M. (2000) Dyslexia (2nd Ed.) Oxford, Blackwell Teodorescu, I. and Addy, L. M. (1996) Write From The Start. Cambridge, Learning Development Aids Thomson, M. (2004) Dyslexia Included: A Whole-School Approach. London, David Fulton Topping, K. A. and Lindsey, G. A. (1992) The structure and development of the paired reading technique. Journal of Research in Reading 15(2) 120-36 Tresman, S. & Cooke, A. (Eds) The Dyslexia Handbook 2005. Reading, BDA

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