Sue Kinsler

MDDA

andAdvisory Teacher for Dyslexia-Specific Learning

Difficulties,

Swindon Dyslexia-SpLD Service

Dyslexia Friendly Strategies/Supporting Memory

What’s it all about? Dyslexia – Definition, Rose Report

What do we notice?

Multi-sensory

LOOMS

Dyslexia Friendly Resources/Classroom

    

The Rose Report on Dyslexia

Download a copy from

Department for Education publications at:

https://www.education.gov.uk/publications/standard/publicationdetail/page1/DCSF-00659-2009

The Rose Report• Gives a definition of dyslexia fully endorsed by Wiltshire County Council and:

What is dyslexia? Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling

Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.

Dyslexia occurs across the range of intellectual abilities.

    

What is dyslexia? It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.

Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.

A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention.

 

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What is dyslexia? It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.

Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.

A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention.

 

·         

Have you noticed?• Often reserved in group discussions• Raises hand but unable to answer question• Withdrawn• Easily distracted• Mental Calculations• Make poor academic progress• Lack creativity in solving complex problems• Self esteem/low motivation issues• Frustration• Multi tasking• Difficulty following instructions• Incomplete recall• Place keeping errors• Task abandonment• Poor decision making including behavioural choices• Spelling,

A Different Learning Ability

“If a child does not learn in the way in which we teach then we must teach him in the way in which he learns. Let dyslexia be looked at from a different angle...as a different learning ability.”

In dyslexia friendly schools, teachers appreciate that dyslexic children learn in these different ways and that this can be beneficial to all.

Difficulties: Your Experience

•This helps you with your graduated approach.

•You may know that they have dyslexia.

•You may suspect that they have dyslexia.

•You are certain that they have Literacy difficulties.

General advice: Multi-sensory Learning

Is multi-sensory learning powerful?

Let’s find out…

Multi-Sensory Teaching:LOOMS

• L Little and• O Often• O Over-learning opportunities• M Multi-sensory• S Systematic

General advice: Multi-sensory Learning

L Little andO Often

•Break up the session into shorter ‘chunks’•This will aid working memory and help learning to be retained•Try a short reading or spelling activity before the main work, based on something useful•Revisit work regularly, at the end of the current session or beginning of the next•Spread work over time, where possible•Add variety, pace and challenge to the session

General advice: Multi-sensory LearningO Over-learning opportunities

Over-learning is not just repetition: it’s acquisition, practice, generalisation and revision:

•Provide lots of opportunities to practise the skill•Encourage connections to other subjects•Explore how learning fits with things the pupil already knows•Revise work often

General advice: Multi-sensory LearningM Multi-sensory

Multi-sensory is when different modalities for learning are accessed simultaneously

•Try to get visual, auditory and kinaesthetic channels working together, at the same time!•Spell words out loud, while visualising •Visualise ‘in the mind’s eye’ while tracing with a finger•Use props, concrete resources, diagrams and sounds, and mix it up!

General advice: Multi-sensory Learning

S Systematic

Structured, sequential and cumulative:

•The order of work is very important•Build on prior learning

 

Use simple dyslexia friendly fonts (sans serifs) Write clearly on the whiteboard and set it to a pastel background / use buff paper. Use a different colour for each line: this helps pupils with tracking difficulties keep their place.

Visual Support

 

To make a text easier on the eye, 

•Choose a simple font

•Space out(1.5 or double)

•And magnify! (14 pt or more)

Visual Support

Reading Rulers and the NEW Cooler Rulerwww.thedyslexiashop.co.uk

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The Post-it Note

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Talking Tins and other voice recording stuff

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High Interest reading materials

Rapid Readers: www.pearson.co.ukBarrington Stoke: www.barringtonstoke.co.uk

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Mind Maps and visual planning

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Word lists and technical glossaries

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Think about visual stress!

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!

Peer Teaching and buddying

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Highlight lines in exercise books www.printablepaper.net

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“What Works”

Reciprocal ReadingPaired ReadingAcceleRead / AcceleWriteSound Reading SystemsAnd more……

(What Works for children and young people with literacy difficulties - Greg Brookes Feb 2013. The Dyslexia SpLD Trust)