PGCE Lead Lecture 2012

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Dyslexia. PGCE Lead Lecture 2012. What Does It Mean?. From the Greek: Dys = impairment Lexia = word. Within education the term specific learning difficulties is used to describe:. Dyslexia Dyspraxia / Developmental Co-ordination Disorder Dyscalculia – A difficulty with numbers - PowerPoint PPT Presentation

Text of PGCE Lead Lecture 2012

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PGCELead Lecture 2012DyslexiaWhat Does It Mean?From the Greek:

Dys = impairmentLexia = word

Within education the term specific learning difficulties is used to describe:

DyslexiaDyspraxia / Developmental Co-ordination DisorderDyscalculia A difficulty with numbersDysgraphia Difficulty expressing thoughts in writing

DyslexiaIt is generally acknowledged that:

A person is born with itIt can be inheritedIt is neurological

Prevalence: current estimates suggest that between 3 and 10% of the population have dyslexia (Snowing, M. (2000 2nd ed) Dyslexia. Oxford: Blackwell)

British Dyslexia Association A combination of abilities and difficulties which affect the learning process in one or more of the following; reading, spelling and writing. Accompanying weaknesses may be identified in areas of speed processing, short term memory, sequencing, auditory and/or visual perception, spoken language and motor skills. Its particulary related to mastering written language, which may include alphabetic, numeric and musical notation..

Links with the IDP

For and against.I understand that dyslexics can be given special help to make them learn, but I dont see how they can ever really achieve much in school schools all so dependent on being able to read and write well

Dyslexia tends to run in families; it is known that there are several genes that contribute to a genetic risk of dyslexia.Brain scanning studies suggest that, in people with dyslexia, the connections between different language areas of the brain do not work as efficiently as they should.However, these differences are not linked to intelligence, and there is evidence that many people with dyslexia have strengths and abilities in tasks that involve creative and visually-based thinking.

StrengthsInquiringProblem solvingGenerating ideas (verbally)Analytical thinkingCreative thinkingDeveloping and finding strategiesInsightful thinking

Links with the IDP

Draw the symbol for the station (the National Rail one).

Font?The avearge raeedr of tihs snetnece can do so bcuseae the huamn mnid can deychper wrods eevn thuogh they are jmubeld up. To a dsleyxic pesron all wrods can look lkie this.The avearge raeedr of tihs snetnece can do so bcuseae the huamn mnid can deychper wrods eevn thuogh they are jmubeld up. To a dsleyxic pesron all wrods can look lkie this.The avearge raeedr of tihs snetnece can do so bcuseae the huamn mnid can deychper wrods eevn thuogh they are jmubeld up. To a dsleyxic pesron all wrods can look lkie this.

The avearge raeedr of tihs snetnece can do so bcuseae the huamn mnid can deychper wrods eevn thuogh they are jmubeld up. To a dsleyxic pesron all wrods can look lkie this.

The avearge raeedr of tihs snetnece can do so bcuseae the huamn mnid can deychper wrods eevn thuogh they are jmubeld up. To a dsleyxic pesron all wrods can look lkie this.

The avearge raeedr of tihs snetnece can do so bcuseae the huamn mnid can deychper wrods eevn thuogh they are jmubeld up. To a dsleyxic pesron all wrods can look lkie this.

The avearge raeedr of tihs snetnece can do so bcuseae the huamn mnid can deychper wrods eevn thuogh they are jmubeld up. To a dsleyxic pesron all wrods can look lkie this.

Worth notingb/d b d

y / h

p / q

M / W

n / u

Problems with print :a / a

g / g

Comic Sans

Sasson Infant

Links with the IDP

Early Signs (pre-school and early years)Late talkingDifficulty with word namingWord mispronunciationDifficulty acquiring use of a new wordsDifficulty with sequencing activitiesForgetfulnessSpeech difficulty

Reversal of lettersDifficulty remembering letters or sequence of the alphabet/numbersFamily historyCoordination difficultiesFine motor skills (tying shoelaces)Poor sense of rhyme and alliteration (onset and rime)

ContSlow at reacting to some tasksReluctance to concentrateConfusing words which sound similarReluctance to go to school, signs of not enjoying schoolReluctance to readDifficulty learning words and lettersDifficulty with phonicsPoor memory

Primary schoolAfter around two years:Hesitant at readingPoor word skills - difficulty decoding new words and breaking these words down into syllablesPoor knowledge of sounds of wordsDifficulty recognising where in words particular sounds come fromSpelling difficultiesSubstitution of words when reading, for example, bus for carConfusing words which sound similarFind it hard to learn to tell the time (divide clock face)Mental arithmetic is particularly difficult, as are abstract concepts in maths.

Later stages of Primary school (leading into Secondary)Behavioural difficultiesFrustration may show abilities in other areas of the curriculum apart form readingAttention and concentration difficulties

Secondary schoolTakes along time over homeworkMisreads wordsRelies on others to tell him/her informationPoor general knowledgeTakes longer than others on written tasksMay not write a lot in comparison to his/her own knowledge of the subjectDifficulty copying from booksMay spend a great deal of time studying with little obvious benefitMay not finish class work or examinations because he/she runs out of timeAlgebra is very difficult to remember and consequently learn.

HandoutLook at the work on the screen.Imagine you were this childs teacher what feedback would you be giving to the child?

Supporting childrenLet the child select a book.. Doesnt matter if it is easy . The power of successUse visuals Miscue analysisDescribe pictures, speculate on what might happen next.Listening gamesClap a simple rhythm Specific reading programmes (reading recovery, etc)Self-esteem enhancement activitiesShare the reading SydneyPlay word games: missing word (well known stories)Use highlighters, or markers (post-its) to keep place in a text.Dont put children on the spot have time to practiseWork in reading pairsLarger print Copy of reading on the board in front of them.Fitness for purpose what is the core learning objective?

Supporting childrenFitness for purpose when coming up with ideas dont worry about spellingCover look spell (emphasis on spelling aloud)Colour in hot spots: want, they, colour, break the words up be low bel low Cursive script: see a patternTry to make up stories for frequently used words: because - big elephants cant always use small entrancesUse tiles / magnetic letters / multi-sensory approach, kinaesthetic strategies DisplayProofread work for children and identify frequent errorsLimit the list (focus on a few key common words)Use a pocket dictionary or fold out list of words in a book (most common miss spelt words)Teach spelling rules (careful, carefully, encourage children to come up with their own rules necessary.Use the ICT (it can help some older children to learn to touch type) (http://www.bbc.co.uk/schools/typing/)Teach homophones and words that can be easily confused: practice and practise, rational, rationale, definitely, defiantly.

Supporting children

Word banks (with visuals)The cartoon approach Mind map Use bullet points to get down key ideas rather than writing lengthy textHeading and subheading (help with organising writing)Thinking paperGive the starting point as a place to work fromWriting partnersFitness for purposeTime to think Time to planICTTape recorderGet ideas down first then proofreadHand writing: Hand Gym (any number of handwriting programmes)

Memory and OrganisationPupil participation (develop own strategies)Invest time in remembering and organising (organise your way to success)Colour code things (dividers and stationary, etc)Have a place for everything (helps to stay organised and acts as a visual prompt if there is a place with nothing in it!!)Keep instructions simple and visualUse visual timetablesBreak things down into smaller unitsMake connections between different lessons to promote memoryVisual organisation cards (what you need that day, that lesson)Visual sequence cards (remember the order of routines)Memory cue sheets (pupil participation); remember to use for mental mathsVisually indicate what is coming up, visually summarise the key points at the end See what others do, copy good tips

ICTLanguage masters http://www.drakeed.com/DictaphonesReading pen Voice recognition systemsSpeech programhttp://www.dyslexic.com/peoplesneeds.asp

Dyslexia should rather be seen as an extraordinary dimension of otherwise ordinary life. It has an undeniable downside in terms of the extra effort invariably required, but a positive aspect as well in terms of creative ability. Above all, children with dyslexia more than others should not be rushed through their childhood. What they need, as one wise teacher once put, is a good listening to. Osmond, 1993p.122

Pupil ParticipationDeveloping a positive sense of self Developing an inquiring mind and learning new skillsDeveloping social competences and forging new relationshipsReflecting on your own learningA chance to be active and creative

27Gufyruydfhk guy kufky j d ky rfur kygfultiyri;u98 [0yuyrf trye45yw gulto68t ipyp9yipyi gjlbvijulygtdt dty diydfWhat makes a good learner?Metacognitive awareness Many children with dyslexia dont realise how others work things out, they are just aware that others can do things that they feel they cant.

Work through the processes of learning as well as how to get to the end product.

Useful web pageshttp://www.dyslexiaaction.org.uk/ (previously known as the dyslexia Institute)http://www.bdadyslexia.org.uk/www.senteacher.orgwww.enchantedlearning.com/Eisfor.shtmlwww.dyslexic.comMarking for success Two successes, two tips, one point to think about, one feed forward targetMarking: two different co