RAISING AWARENESS OF DYSLEXIA AND WHAT SIGNS TO LOOK FOR CREATING DYSLEXIA FRIENDLY CLASSROOMS AND SCHOOLS STRATEGIES TO HELP WITH SUPPORTING PUPILS WITH DYSLEXIA BY SUE HOULT amp HILARY BOHL ID: 1038608
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1. DYSLEXIAA POWERPOINT PRESENTATION TO HELP SCHOOLS DELIVER CPD INCLUDING:RAISING AWARENESS OF DYSLEXIA AND WHAT SIGNS TO LOOK FOR CREATING DYSLEXIA FRIENDLY CLASSROOMS AND SCHOOLSSTRATEGIES TO HELP WITH SUPPORTING PUPILS WITH DYSLEXIA BY: SUE HOULT & HILARY BOHL
2. Are these statements TRUE or FALSE?Dyslexia may occur in children of all abilities. Individuals with dyslexia can show different strengths and weaknesses. Dyslexia occurs on a continuum: difficulties can be slight, moderate or severe. Dyslexia occurs in both males and females but is far more common in males. Children will grow out of dyslexia- they just need timeYou only find dyslexia in people who speak English Research suggests that 4–5% of all ability children may be severe dyslexics; 10% are affected at different levels and in different ways.There are dyslexic pupils in most, if not all, classrooms Dyslexia runs in families Reversing letters and writing words backwards are signs of dyslexia The earlier the recognition and intervention the better. There may be overlapping characteristics between other specific learning difficulties eg dyspraxia, ADHDBrain imaging has shown differences in specific areas of the dyslexic brain compared to non-dyslexic brains.Dyslexic learners can do as well as anyone else Dyslexia is a problem of visual perception
3. Are these statements TRUE or FALSE?Dyslexia may occur in children of all abilities. TRUEIndividuals with dyslexia can show different strengths and weaknesses.TRUEDyslexia occurs on a continuum: difficulties can be slight, moderate or severe.TRUEDyslexia occurs in both males and females but is far more common in males.FALSEChildren will grow out of dyslexia- they just need timeFALSEYou only find dyslexia in people who speak EnglishFALSEResearch suggests that 4–5% of all ability children may be severe dyslexics; 10% are affected at different levels and in different ways.TRUEThere are dyslexic pupils in most, if not all, classrooms TRUEDyslexia runs in families TRUEReversing letters and writing words backwards are signs of dyslexia FALSEThe earlier the recognition and intervention the better. TRUEThere may be overlapping characteristics between other specific learning difficulties eg dyspraxia, ADHDTRUEBrain imaging has shown differences in specific areas of the dyslexic brain compared to non-dyslexic brains.TRUEDyslexic learners can do as well as anyone else TRUEDyslexia is a problem of visual perception FALSE
4. What is Dyslexia?Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. (Rose Review, 2009)Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.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.
5. Dyslexia usually stems from a weakness in the processing of language-based information:Visual sequential working memoryAuditory sequential working memoryInformation processingPhonological awareness
6. What causes Dyslexia? A Dyslexic person is predominantly using their right hemisphere of the brain instead of their left to read and spell: less efficient area for reading/ spellingLatest research: the dyslexic brain processes written words differently.The brain regions dyslexics are using to read are not very good at processing phonemes – the basic sounds of language. Dyslexic readers have been found to have strong activity in the right side of their brain. Because of the strength of their right brain, they engage this area while performing language tasks, rather than the left side which non-dyslexics useStudies have shown that dyslexia is a condition passed on through families. If you have dyslexia, there is a 40 to 50% chance your child will also have the condition.
7. LEFT-RIGHT CONFLICTSay the COLOUR and not the word YELLOW BLUE ORANGE BLACK RED GREEN PURPLE YELLOW RED ORANGE GREEN PINK BLUE RED PURPLE GREEN BLUE ORANGE
8. SIGNS TO LOOK FOR: EARLY INDICATIONS POSSIBLE STRENGTHSin building and construction activities;in geometric and pattern activities;in problem-solving activitiesin imaginative play in creative activitiesPOSSIBLE WEAKNESSESDelay in development of speech and languageDifficulties with fine and gross motor skills/ co-ordination Sequencing and/or memory difficulties Difficulties with orientation and directiondelay in establishing lateralityeasily distracted/ poor concentration/ poor listening
9. AREAS OF POSSIBLE STRENGTHS AND WEAKNESSES: PRIMARY SCHOOL AGEPOSSIBLE STRENGTHSspatial skills;building and making;oral language;sport;non-verbal activities.POSSIBLE WEAKNESSESLanguage ReadingWritten workSequencing/ memoryMotor skillsNumeracyBehaviour
10. Memory and the dyslexic childLong term memoryShort term memory
11. Memory and the dyslexic childShort term memoryLong term memory
12. SIGNS TO LOOK FORGENERAL:Slow speed of processingPoor concentration difficulty following instructionsforgets wordsDifficulties recalling informationShort attention spanTiredness / restlessnessPoor auditory discriminationDifficulties in literacyPoor organisational skills
13. SIGNS TO LOOK FOR: BEHAVIOURwork avoidance tacticsdreams/doesn’t seem to listenPoor concentration- easily distractedclass clown/ disruptive/ withdrawnvery tired- due to amount of concentration and effort requiredLow self esteemFrustrationNervous anxietyShy/introvertedAggressiveLacks confidence
14. SIGNS TO LOOK FOR IN READINGpoor reading progressPoor decoding skills-difficulties blending words; difficulties reading polysyllabic wordsdifficulty with syllable division/ knowing the beginnings and endings of wordsunusual pronunciation of wordsno expression/poor comprehensionhesitant/laboured readingmisses out/adds wordsfails to recognise familiar words; mis-reads small wordsloses point of story being read/writtendifficulty picking out the most important points from a passagePoor understanding of rhyme Poor word finding skillsDifficulties Labelling
15. SIGNS TO LOOK FOR IN WRITTEN WORKpoor standard compared with oral abilitymessy workconfuses letters that are similarpoor handwriting-reversals/badly formedspells a word several different ways in one piece of writingmakes anagramsbadly set out workpoor pencil gripproduces phonetic/bizarre spelling-not age appropriateuses unusual sequencing of letters/words
16. SIGNS TO LOOK FOR IN LANGUAGEHistory of delayed speech developmentProcessing of language may be slowDifficulty in word labelling ( being able to remember a particular word in speech) May be impulsive Oral language at a higher level than written languageDifficulty with pronouncing multisyllabic words, unusual pronunciation of words May have limited understanding of non-verbal communication
17. SIGNS TO LOOK FOR IN NUMERACY/ SEQUENCING:Confuses number order; symbolsDifficulty with the orientation of numbersDifficulty remembering anything in sequential order; recalling number facts and tablesDifficulty recording calculationsDifficulty with mental mathsDifficulty in solving problems Difficulty learning to tell the timePoor time keepingPoor personal organisationDifficulty remembering the day; birth date; the season; the monthDifficulty with yesterday; today; tomorrowRemembering order of eventsMuddled order: words, sentences, storiesFollowing instructions; Telling stories/jokes
18. SIGNS TO LOOK FOR: Gross and fine motor /spatial difficulties May jump lines in text Letter order confusion when readingPoor left right discrimination; Confused by left/right; up/down; east/westIndeterminate hand preferencePerforms unevenly from day to dayPoor pencil grip; Unable to write on lines or leave spaces between words; Messy work, poor personal organisation Poor time keeping; Difficulty learning time/ conceptsDifficulty understanding prepositions Difficulty judging speed and distanceDifficulty copying from board, loses track, unable to scan; Difficulty copying shapesDifficulty discriminating similar letters; symbols; numbers
19. Cross curricula difficultiesPE changing time,dressing skills,organisation/storageMUSIC rhythm and beats, recall of sequences,auditory perception areasGEOGRAPHY linking definitions with correct geographical terminology, written work- independent or copiedHISTORY recall of dates and major events,sequential elements within a timescale, understanding of time,written work independent or copied.SCIENCE recall of formula,application of the right approach,sequence of the experimental process, following instructions, recalling definitions, recording
20. Making it dyslexia friendly: the physical environmentHave an area of the room designated as a quiet areaPlace analog and digital clocks on the wall, right next to each otherPut high frequency words and information that is used often around the roomUse buff; cream or pastel backgrounds on computer screens; interactive whiteboards; handouts and displaysUse symbols to support written informationUse colour coding to highlight curriculum/ subject areas
21. Making it dyslexia friendly: using dyslexia friendly textUse Dyslexia friendly fonts: san serif eg Arial; Font size: use 12-14 pointsType of paper for children to write on: try coloured (pastel shades); writing paper should be thick enough so that child can’t see writing on other side; matt finish rather than glossLayout for handouts: less text, more diagrams/ pictures
22. Making it dyslexia friendly: teaching methodsUse slower speech and simple sentences. Provide worksheets/ writing frames for organizing information for writing tasksLet children use different ways to show their knowledge of a subject/ taskUse multi-sensory approaches in your lessons. Differentiate lessons by: changing presentation; working at different levels/ on different elements; reducing amount of work given; giving extra time to complete work; letting them respond in different ways (eg lists; drawing; dictating; Ipad etc)Use ICT to support pupil’s learning
23. You have 1 minute to accurately copy these letters. Use the hand you do not write with.
24. Making it dyslexia friendlyIt’s easier to copy from a piece of paper next to themWrite a list of simple instructions to help the child organise work OR Give one instruction at a time and let them complete that before giving the next oneHighlight key points in a piece of workDon’t give them too much to copy, colour code, check that it’s correct
25. Making it dyslexia friendlyGive activities with definite end targets – break down activities into chunksEnsure that there is sufficient time given to over-learningOnly give homework once the child has demonstrated an understanding.Arrange the alphabet in a rainbow shape and leave it on permanent display (useful even for older pupils to help them with using a dictionary)Make sure that any feedback given on spelling, punctuation, grammar and maths only reflects that which has been specifically and systematically taught to them.Have a visual timetable up in every classroom
26. Making it dyslexia friendlyPut resources on tables/desks/walls to support multi-sensory learningHave displays in the classroom of keywords and info to support organisationHave a visual timetable in every classroomUse multi-sensory teaching approaches wherever possible
27. A DYSLEXIA FRIENDLY CLASSROOM: SUPPORTING READINGlistening to the child read: don’t come in too quickly when they hesitate; make sure the room is quietdon’t force them to read out loud in front of the classIncrease their sight vocabularyReading on through cloze procedure Try coloured overlays
28. A DYSLEXIA FRIENDLY CLASSROOM: SUPPORTING READINGRuler underneath textPut card/ paper over text with window cut out to reveal just 1 line of text for them to read at a time Structured phonic programmeSound /symbol linkSound sequencingSyllable counting Phoneme countingOnset and rime eg c-at/ m-at/ b-at etc
29. A DYSLEXIA FRIENDLY CLASSROOM: SUPPORTING READINGGive achievable amounts of reading.Check that it is set at an appropriate reading level.Let them sit with a trusted able reader, or a TA.Give them recorded passages and/or allow them to record their answers to comprehension questions.
30. A DYSLEXIA FRIENDLY CLASSROOM: SUPPORTING READINGLet them highlight key words/ salient points and /or number them when answering comprehension questions Ask them to recall information verbally or to draw a diagram or chart to demonstrate their understanding. If capable, they could formulate questions about the text rather than answering pre-set questions.
31. A DYSLEXIA FRIENDLY CLASSROOM: SUPPORTING WRITINGGive achievable amounts of written work.Teach pupils to plan their work. Use Mind maps or spider diagrams.Encourage pupils to proof read their work for spelling and/or punctuation.Give key words or encourage pupils to use lists supplied in their support lessons.
32. A DYSLEXIA FRIENDLY CLASSROOM: SUPPORTING WRITINGUse writing frames.Encourage the use of comic strip writing to encourage reluctant writers to try.Handwriting and presentation will probably be poor so mark for content and not presentation.Use alternative methods of recording where necessary: Flow charts Story boards Diagrams Dictaphone Sentence completion Word process Dictate to a TA
33. A DYSLEXIA FRIENDLY CLASSROOM: SUPPORTING SPELLINGGive a maximum of 5 words in a spelling test; some pupils will need much less than this. Check how many letters they can recall and gear the length of words given to this. Separate phonic and non-phonic words where possible.Give words in spelling patterns and draw these patterns to the pupil’s attention where possible.Use onset and rime eg c-at/ m-at/ b-at etc
34. A DYSLEXIA FRIENDLY CLASSROOM: SUPPORTING SPELLINGTeach and encourage pupils to identify syllables in words.Highlight spelling rules where possible.Encourage pupils to learn spellings by the LOOK THINK COVER WRITE CHECK method. If the pupil is capable, encourage them to spell check their work.Put all new spelling rules onto index cards and work with the child to review them quickly as a pack of playing cards each day. Encourage them to do this during their holidays too – to prevent forgetting.
35. A DYSLEXIA FRIENDLY CLASSROOM: SUPPORTING SPELLINGWhen marking spellings, tick the letters the child has got right so they can see where they are successful and what they need to change.correcting spelling: write word for pupil then pupil to: look; write over top naming letters; cover; write from memory; check; repeat if incorrect.Use mnemonics
36. A DYSLEXIA FRIENDLY CLASSROOM: SUPPORTING NUMERACYVocabulary work eg ensure knowledge of prepositional languageMake it practical- use concrete objects etcMove from concrete to abstract Method cards Colour code place value TH H T UDisplay methods with simple examples Chunk informationStructure and ensure previous step is secureConvert sums into everyday practical problemsUse a visual approach for recording Teach right and left
37. A DYSLEXIA FRIENDLY CLASSROOM: GENERAL SUPPORTSit near the teacherPlace centrally and facing the whiteboardEncourage the child to repeat back instructions/messagesPresent material in small logical chunks
38. A DYSLEXIA FRIENDLY CLASSROOM: GENERAL SUPPORTGive extra time for workGive clear worksheets: bold headings; clear print; less writing; more diagramsGive lists of useful topic/subject wordsUse a multi-sensory approach
39. POINTS TO REMEMBERDon’t expect reading and spelling skills to improve at the same timeDon’t expect them to use a dictionary properlyGive plenty of praise and recognition for the things they can do/attempt to doRecognise their strengthsUse a multi-sensory approachDyslexic children need constant over-learning
40. POINTS TO REMEMBERA dyslexia friendly classroom begins with a dyslexia friendly teacher. The first step toward making your classroom dyslexia friendly is to learn about and understand dyslexia. Understand how dyslexia impacts on a child's ability to learn.
41. AND ABOVE ALL: The strategies you implement in your class for children with dyslexia will benefit all of the children in your class. When you makes changes to help children with dyslexia, you are making positive changes for the entire class.
42. USEFUL RESOURCESA Hand for Spelling- CrippsACE DictionariesSpell checkersWooden/magnetic letters- lower and upper caseMind Maps for Kids: Max your Memory and Concentration- Tony BuzanEye TrackInclusion Development Programme- DyslexiaClicker 5LexiaNessyWord SharkToe by ToeMulti-Sensory Learning ProgrammeAlpha to Omega Active Literacy Kit (ALK)Beat Dyslexia
43. The following slides are aimed at supporting children at secondary school.Other slides from the presentation are suitable to use with these, and many of the strategies use at primary school will still be appropriate for secondary school pupils.
44. Secondary school age: signs to look forMany of the possible indicators at the primary stage are still relevant for pupils at secondary school age An indicator to consider may be a low SATs result in literacy, with higher results where the pupil has had support from readers or amanuensis. Reading and spelling scores from tests will also be poor, and may be considerably lower than the pupil’s chronological age. Also look at your Year 7 baseline assessments ie CATs etc.
45. AREAS OF POSSIBLE STRENGTHS AND WEAKNESSES: SECONDARY SCHOOL AGEPOSSIBLE STRENGTHSSpatial skillsCreative, imaginative and practical skillsOral skillsVerbal responses to questions showing good recallSport or some types of sportPOSSIBLE WEAKNESSESMemoryPhonological processing and languageSequencingSynthesising informationEmotional/behavioural
46. SUPPORTING SECONDARY AGE PUPILS1) TRANSITION TO SECONDARY: THE DIFFICULTIESlot more teachers and children – have to remember namesChanges of classrooms every period – have to get new locationsFinding their way around – directional difficultiesTimetables – have to know where they should be and whenMore books and equipment – what is needed each day is differentLots of homework – what to do each evening needs organisationNew terminology in subjects – information overloadNew support staff
47. SUPPORTING SECONDARY AGE PUPILS1) TRANSITION TO SECONDARY: HOW TO HELPHOMEAsk the parents to help the pupil to colour code their timetable.Use pictures to help the pupil remember the subjects on the timetableHave 5 box files or file holders for each day of the week at home to help with planning aheadput a big copy of their timetable on their bedroom wall or somewhere it can be seen easily.Ask parents to remind their child each evening what day it is and what equipment is needed for the next day. Get the pupil to prepare their bag the night before.SCHOOLProvide colour coded map of the school and names of staff linked to colour coded areasUse pictures to help the pupil remember the subjects on the timetableHelp the pupil to colour code books/ equipment and match it to a colour on the timetable.Daily diaries and/or homework diaries with specific messages/ information, eg link with room location, and days where specific equipment should be in school- books, PE kitA buddy system can also be useful.provide a glossary of terms used in new subjects so the pupil can find out the meaning of words before the work begins.Colour coding is useful, as it allows visual scanning and reading and develops links to aid memory.
48. SUPPORTING SECONDARY AGE PUPILS2) GOOD PRACTICE FOR ALL STAFF:knowing who the dyslexic pupils are;having an understanding of dyslexia, with possible strengths, weaknesses and implications for their subject;having knowledge of individual pupils’ strengths and weaknesses;UNDERSTANDING HOW TO MAKE LESSON ADAPTATIONS: introducing lesson objectives; incorporating differentiation in lessons; presenting information in an accessible way; using cues for recall; using multi-sensory approaches; reducing amounts of and using alternatives to copying.
49. SUPPORTING SECONDARY AGE PUPILS3) STRATEGIES TO HELP LEARNING:SPELLING:Find another word that will do for nowSay the word and segment the soundsSplit the word into syllables. Hip-po-pot-a-musUse a mneumonic EG, special – The CIA have special agentsThink about other words that sound the same. Can you use what you know about spelling similar words to help you? Fish dish wishUse a dictionary, spelling log, word bank or classroom display to help you. The Ace dictionary is a must have.Avoid marking all incorrect spellings but highlight one or two to concentrate on
50. SUPPORTING SECONDARY AGE PUPILS3) STRATEGIES TO HELP LEARNING:presenting material in a variety of ways;reducing teacher talk time – keep to objectives;giving examples of general and specific concepts;using spreadsheets;mind mapping approaches;chunking information;linking subject-specific words with definitions;
51. SUPPORTING SECONDARY AGE PUPILS3) STRATEGIES TO HELP LEARNING:diagrams and/or flow chart work;using mnemonics;giving oral rehearsal of task (talk through);Giving plenty of ICT opportunities;practising to consolidate new skills;overlearning information;discussing with pupil to help internalisation of information;questioning pupil to gauge understanding.
52. SUPPORTING SECONDARY AGE PUPILS3) STRATEGIES TO HELP LEARNING:giving additional thinking/processing and writing time;giving aids and prompts (visual/auditory);encouraging recall of mind maps/flow charts;using metacognitive strategies providing linkage/association opportunities;linking cross-curricular knowledge, prior knowledge;giving practice opportunities for exam revising responses;encouraging oral rehearsal in learning;demonstrating a variety of memory techniques.
53. SUPPORTING SECONDARY AGE PUPILS3) STRATEGIES TO HELP LEARNING:modelling or prompting pupils when eliciting oral responses to get clear and specific answers;giving strategies to aid confidence in oral/written responses;demonstrating approaches and giving examples of different approaches (oral and written);giving exam practice and showing examples of approachesTeach study skills
54. SUPPORTING SECONDARY AGE PUPILS3) STRATEGIES TO HELP LEARNING:Some children with Dyslexia will need to follow/ continue an individual programme of teaching to support their specific learning needs. This may have already been started in primary school and many of the strategies outlined for primary school children are likely to still be relevant for the secondary school pupil.