Literacy issues

Literacy issues Literacy issues - Start

2017-12-08 24K 24 0 0


(Students who started Yr7 with . R. eading Ages 2 yrs+ BARE and/or have Dyslexia/. SpLD. ). Yr7 = 26% . (. Una. currently works with 30 of these). Yr 8 = 18%. Yr 9 = 16%. Yr 10 = 13%. Currently there is an All Party Parliamentary Group on Dyslexia, campaigning to make Dyslexia training mandatory f.... ID: 613678 Download Presentation

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Literacy issues

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Literacy issues (Students who started Yr7 with Reading Ages 2 yrs+ BARE and/or have Dyslexia/SpLD)

Yr7 = 26%



currently works with 30 of these)

Yr 8 = 18%

Yr 9 = 16%

Yr 10 = 13%

Currently there is an All Party Parliamentary Group on Dyslexia, campaigning to make Dyslexia training mandatory for all teachers.


Cross-Curricular Literacy at John Cabot

Information about Dyslexia and how to Support Students at John

Cabot Academy


Dyslexia – Some Facts

10% of the population have dyslexia to some degree

More males than females are identified as having dyslexia

It is often hereditary

It is not linked to general ability


Dyslexia – Some Facts

No two dyslexics are the sameA dyslexic’s profile is uniqueIt is like your thumb print


Dyslexia- Some Facts

Dyslexia cannot be cured

It is a life-long condition

Different strategies can be put in place to help the student achieve his/her potential


Dyslexia – can show difficulties with the following:

Visual/spatial discrimination/perception

Working memory

Speed of information processing


Dyslexia – can show difficulties with the following:

There can also be an information processing difficulty that can affect:

Auditory and visual short term memory

Auditory discrimination

Storage and retrieval in long term memory



Dyslexia – can show difficulties with the following:

There can also be a difficulty with time


Helping dyslexics in the classroom:

When using spoken instructions reinforce the topic with demonstrations, diagrams, mind maps or lists

Highlight with coloured highlighter pens important text or information (or get the student to do it)

Whenever possible the pupil should be encouraged to repeat back what he has been asked to do; his own voice is a very useful aid to memory


Helping dyslexics in the classroom:

He/she should not be asked to read aloud in class unless he particularly wants to do so

Give the dyslexic the opportunity to answer orally


The design and presentation of worksheets are very important eg

Flow charts are ideal for explaining procedures

Pictograms and graphs help to locate information

Avoid abbreviations if possible or provide a glossary of abbreviations


The design and presentation of worksheets are very important eg

Bold headings

Clearly written

Use bullet points

Less writing

Be concise

More diagrams

No shiny paper


Improving study skills:

Note taking is very difficult for dyslexics. They can find copying very difficult; however it is important for them to have good revision notes

Topic vocabulary written out for dyslexics

Clearly written worksheets, differentiated


Improving study skills:

Skeleton worksheets with key facts for pupils to fill in words/answers


Improving study skills:

Homework diaries and personalised dictionaries; these may need to be checked to ensure that the correct information has been put down

Developing keyboard skills

Use of diagrams, mind maps, mnemonics, illustrations and word lists. It will be useful to add pictures, colours, etc to aid memory

Use small study cards that include key information


Improving study skills:

Over-learning – use multisensory strategies

Work should have occasional elements of discovery and open-endedness to motivate and interest the dyslexic pupil’s creative mind


Improving study skills:

If it is possible, sit the dyslexic pupil near to and facing the board

Use different colours or marker pens

Try to discover how the child learns best and adapt your methods to suit his learning style


Improving their organisational skills:

List of what they need each day

May also help if it is visual

Have additional pencils/pens to hand


Improving pupils’ self-esteem:

Providing positive feedback

Providing opportunities for them to provide oral answers


Improving pupils’ self-esteem

How can we help them to become successful?

Developing coping strategies

Creating an environment where they feel comfortable and at ease

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