Good Practice in interventions for teaching dyslexic learners and teacher training' by Professor Jenny Thompson

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Slide presentation World Dyslexia Forum 2010 'Good Practice in interventions for teaching dyslexic learners and teacher training' by Professor Jenny Thompson For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/

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  • 1. GoodPracticeininterventions forteachingdyslexiclearners andinteachertraining ENGLISH JennyThomson HarvardGraduateSchoolofEducation

2. TheRespondents 3. Withthanksto SimonaCraciun,Ministryof Education,ResearchandInnovation, ROMANIA NheangSaroeun,Ministryof EducationYouthandSport, CAMBODIA MichaelAsefawTesfamichael, SpecialNeedsEducationServices, ERITREA BenceKas,EtvsLorndUniversity ofSciences, HUNGARY KristiantiniDewiSoegondo, Pediatrician,INDONESIA PhyllisWamuciiM.Kariuki,Private ConsultantofDyslexia,KENYA NazriLatiff,MALAYSIA AiliHashim,UniversityofMalaya, MALAYSIA SpLDService&MinistryofEducation, MALTA AstridBos,Policymakerincentral government,THENETHERLANDS ProFuturo,LATVIA AinslieSoo MinistryofEducation, SportsandCulture,SMOA SiripakkaDhamabus,OfficeofBasic EducationCommission,THAILAND SueWebb,Bredonschool,UK SandraAgombar,CalderHouseSchool, UK SueCleary,UK MrsRobertson,KilgrastonSchool,UK MarilynCook,TeacherandDistrict DyslexiaSpecialist,USA DoveyKasen,SpecialEducationTeacher, USA ThereseFilkins,USA ReneeLangmuir,ReadingSpecialist,St. JosephsUniversity,USA AngelaSwift,SpecialEducationTeacher, USA ShelleyBallDannenberg,DyslexiaTesting &InformationServices,LLC,USA 4. Outline 1. TheEnglishLanguage 2. Attitudestoliteracy (culturalandeconomicconsiderations) 3. Definitionsofdyslexiaandassessment 4. Effectiveteachingmethodologies 5. Teacherknowledgeandcollaboration 5. 1.TheEnglishLanguage Alphabeticsystem Richheritageofinfluencese.g.OldNorse, AngloFrench,Latin&Greek Writtenlanguagestability;orallanguageshift 6. Resultsin Manywaysofspellingasinglesound,e.g. longasoundcanberepresentedbyat leasteightdifferentletterpatterns: a,ae,ai,ay,eigh,ei,ea,ey Conversely,asinglelettercanbe pronouncedmultipleways,forexamplethe letterainthesentence, Hewascarefullyplantingallthecabbages aroundthemanypotatoes 7. TheEnglishLanguage Mostpredictablelevelofwordanalysisisthat ofonsetrime: c ot sp ot sp ort Thesepatternsarelessobviousandoften needexplicitteaching 8. 2.AttitudestoLiteracy Isliteracyencouragedthroughoutsociety in educationforgirls,boys,menandwomenalike? YES Economic,socialandculturalactivitiesare deeplydependentuponknowledgeand information Acquisitionofknowledgeandinformationis itselfdependentuponliteracy 9. But Whereaccesstoeducationisequal: Girlstypicallyoutperformboys (PISA2000,OECD;surveyof15yearolds; PIRLS2006,surveyof4th gradestudents) 10. PISA Reportplacesresponsibilityatthelevelof schoolsandsocietieswho, donotalwayssucceedinfostering comparablelevelsofmotivation,interestor selfconfidenceindifferentareasamongmale andfemalestudents (p.48,Equallyprepforlife) 11. Inafiniteresourcesystem Teachertrainingandinstructionalresources, gearedmoretowardsearlygrades Evenwhereresourcesarepresent,tension betweenequalityandefficiency:arefunds usedforprogramstoraisethepopulation mean,orhelpthoseatthetailsofthe distribution? 12. Recognition&RightsforDyslexia Schoolage:legallymandatedfundsfor1:1, individualizedhelpto literacyskillsand provideaccommodations Adults:lawstopreventdiscriminationin workplace(e.g.DisabilityDiscriminationAct (DDA)1995,UK;TheAmericanswith DisabilitiesActof1990) Lawsdependuponadiscretecutoffto determineeligibility 13. 3.Officialassessmentprocedures Researchshowsthatreadingability/disability isacontinuum Keyingredientsofassessment: Phonologicalprocessing:phonologicalawareness, phonologicalmemoryandrapidnaming Readingandspellingskills Widercognitiveskillsanddevelopmentalhistory 14. 3.Officialassessmentprocedures Dilemma: discretecutoff=waittofail? Potentialsolution:ResponsetoIntervention (RTI;US/UK) http://www.nrcld.org/ http://www.rtinetwork.org/ 15. 4.Effectiveteachingmethodologies a) Content b) Process 16. A)Content (i) explicittraininginphonologicalawareness (ii) strongfocusonphonologicaldecodingand wordlevelwork (iii) supportedandindependentreadingof progressivelymoredifficulttexts (iv) practiceofcomprehensionstrategieswhile readingtexts 17. Phonologicallybasedprograms DerivedfromprinciplespioneeredbyOrton,Gillinghamand Stillman:multisensory Multisensoryteachingissimultaneouslyvisual,auditory,and kinesthetictactiletoenhancememoryandlearning.Linksare consistentlymadebetweenthevisual(whatwesee),auditory (whatwehear),andkinesthetictactile(whatwefeel) pathwaysinlearningtoreadandspell.Teacherswhousethis approachteachchildrentolinkthesoundsoftheletterswith thewrittensymbol.Childrenalsolinkthesoundandsymbol withhowitfeelstoformtheletterorletters. (IDA,2000) 18. Phonicsprogramresources InternationalDyslexiaAssociation: http://www.interdys.org/InsInt.htm Offersamatrixcomparingmultisensoryreadingprograms FloridaCenterforReadingResearch(FCRR): www.fcrr.org Providesreportsofreadingprogramsandtheirresearchbase WhatWorksClearinghouse: www.ies.ed.gov/ncee/wwe Collectsandreviewsempiricalresearchoneducational products 19. Phonicsprogramresources Singleton,C.H.(2009).InterventionforDyslexia.TheDyslexia SpecificLearningDifficultiesTrust(UK).www.thedyslexia spldtrust.org.uk TheCenteronInstruction,www.centeroninstruction.org AUSsiteprovidingresourcesincludingresearchreportson educationalproductsforreading,math,science,special education,andEnglishlanguagelearning BestEvidenceEncyclopedia,www.bestevidence.org CreatedbytheJohnsHopkinsUniversitySchoolof EducationsCenterforDataDrivenReforminEducation,USA CanadianLanguageandLiteracyNetwork, http://www.cllrnet.ca/ 20. B)Process 1. Phonetic 2. Multisensory 3. Cumulative&Sequential 4. Small,ScaffoldedSteps 5. InsureAutomatizationThroughPracticeand Review 6. ProvideMentalModeling 7. ProvideOpportunitiesforSuccess 21. ResourcesforProcess PortraitofBenchmarkSchool,Pennsylvania, US: http://www.msularc.org/docu/benchmark.pdf Discussesschoolorganization,admissions, staffing,environment,curriculaandethos (http://www.msularc.org isanothergreat resource) 22. 5.TeacherKnowledge Thequalityofaneducationsystemcannot exceedthequalityofitsteachers Howtheworldsbestperformingsystems comeoutontop Mckinsey&Company2007 23. DevelopingaSchoolWorkforce RoseReport:http://www.dcsf.gov.uk/jimroseanddyslexia/ 24. RoseRecommendations 1. CoreSkills:Knowingrisksignsofdyslexiae.g. http://www.bdadyslexia.org.uk/about dyslexia/schoolscollegesand universities/primaryhintsandtips.html 2. AdvancedSkills:Teacherwithinschoolwho hasexpertisetoselectliteracyinterventions, andimplement,monitorandevaluatethem 3. SpecialistSkills:Monitoringandtraining acrossschools 25. TeacherasCheerleader Aswellasknowledge,questionnaires highlightedimportanceof: 1. Teacherbeliefs believingprogressis possible,andcelebratingprogressasit occurs 2. Teachervalidationofstudentlearningstyle 26. TeacherasCheerleader 3. Increasingmotivationthroughliteracy materials/activitiesthatconnecttoa studentsinterestsorfunctionalneeds. 4. Ensuringsuccess.Creatingachievable, mutuallyagreeduponlearninggoalsto createapositivesenseofselfefficacy,which inturnsincreasestheamountoffuture effortastudentiswillingtoexpendin literacyrelatedtasks. 27. Collaboration&Dyslexia Healthprofessionals Teachers Psychologists Individualswithdyslexia Families 28. Collaborativebestpractice Active nurturanceofrelationships time spenttogetherinjointgoalsetting Abasiclevelofsharedknowledge Ongoingprogresschecking 29. Summary 30. AdditionalResources http://www.childrenofthecode.org/Tour/inde x.htm