Post on 23-Dec-2015
transcript
Los
Understand more about dyslexia
Improve knowledge of strategies to help a dyslexic person
We are all disabled
What labelled disabilities are there?
BipolarADHD Autism Dyslexia Sensory Dyspraxia
•Self-fulfilling prophecy
•Rosenthal and Jacobson (1968)
•Pupils with learning difficulties (Good and Brophy, 1984)Teacher smile at them less often; they call their names to answer a question less often; they demand less work from them
20% - learning difficulties physical, sensory, emotional, behavioural
Cited in Doyle, 1996: 72
DysLexicos
‘Dyslexia is a specific learning difficulty of neurological and biological origin that is most often characterized by a significant discrepancy between measures of working memory and reasoning ability together with a weakness in the speed of processing information that may be manifested through weaknesses in a variety of educational attainments, particularly literary skills, as well as everyday tasks’
Lawrence, 2009: 38-39
ReserchAsisstent
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• What does it pay for 21+?• How many hours per week?• What’s the closing date for applications? • When are they interviewing?
Opposing hand up and say the third word of the question backwards
ReserchAsisstent
KloZing Dait: oh3-tooØØ11 SallarRee: BannEdd Fiyv, AytEen, 7Øniyn pownz - - TweNteeWun,68Wun pownz pURr anNem (prOw raRtur fourpart tiym ars)Deppartmunt: WourSSter Bizness Skool - SenTEr foRe PeEpl @ Werk (SeaPeA@Dubbleyou) ARS: FlecKsabl beTweAnØ.6 FTE andfOoltIym (thertee7 ars purrweak) - buyneggociacean Start Dayt: AzsooNazpoSsable Dyouracean: Apoyntmant to0thurteefurst Jooliy2ØØ9inisherlee Ressponssabl tWo: Dirrekterof SeePee@Doubleyoue Ressponsabl fOUr: EnN/ay Inturvuedayt: NiynteanthsMrachTWOØØ11
Leftrightleftrightleftright…
• Port is left starboard is right
• Port has a green light, starboard has a red light
• Dexter is right, sinister is left
What do you already do for dyslexic pupils?
Support strategies• Write down main points • Use pictures, flow-charts, mind-maps• Colour all crucial information on the walls• Practical/kinaesthetic work• Interact one-to-one• Signpost topics and key points• Allow students time to absorb information.• Use recorders• Always give out homework instructions ready printed• VAK• ‘primacy and recency’ rule• Use a font without serifs; Arial or Comic Sans.• Print some copies on blue and cream paper.
Your score out of 13?
Kussmaul 1877 – word blindnessBerlin 1877 – dyslexiaHinshelwood 1895 – congenital Norrie 1938 - organisation for dyslexic people
Miles and Miles 1990 Dyslexia: A Hundred Years On
History of dyslexia
‘It is illogical for a person to say, ‘My child cannot read because he is dyslexic’...It tells us no more than saying a person is bleeding badly because he has a haemorrhage or that someone has a high temperature because they are feverish.’
Doyle, 1996: 69
Pumfrey and Reason (1998) 11 definitionsRice and Brooks (2004) 40 definitions
Cited in Mortimore, 2008: 50
‘It seems to be a natural human phenomenon to want to classify events and concepts and then apply labels to them....the use of the label ‘dyslexia’ should present no problems just as long as it is understood that it may describe a variety of behaviours...it remains a challenge to educate the public regarding the concept of dyslexia’Lawrence, 2009: 139-140
AlexiaAuditory dyslexiaDeep dyslexia vs Surface dyslexia (rules)Dysphonetic dyslexiaGraphemic processor dyslexiaHyperlexia (speaking)Morphemic dyslexiaSemantic processor dyslexiaStrephosymbolia (mirror)Visual processor dyslexia
Doyle, 1996: 70-71
PhonemesGrigorenko (1977) Chromosomes 6 and 15 linked to a weakness in phonological awareness
LateralizationMcLoughlin et al (2002) memory in the right and left frontal lobe, right more than left (Galaburda, 1989) but less dominance so ‘confused laterality’
MagnocellularStein and Walsh (1997) speed of movement between cells
Dyslexia
sequencing
memoryvisual
processing
speech processing
automaticity
left/rightconfusions
time management
spellingessay
structure
visual memory
visual discrimination
Meares/Irlen
syndrome
phonological awareness
articulation may be fine
long term
memory OK
visual and
auditory loops poor
overall picture good
OK for e.g.
bicycle, swimming
Not OK for
coding and
decoding
auditory discrimination may be fine
How do I recognise a dyslexic pupil?
*They ask the right questions, lively and interested, but any written work is relatively poor and/or poor handwriting.
*They arrive late, hand in work late
*They mix up instructions
Typical issues
223 pupilsReading – 86%Spelling – bizarrreLeft-right – 67%B and d – 65% Sentence memoryRhyme
Miles (1983) cited in Doyle, 1996: 91-97
223 pupils
Gardner, dyslexic people have a different way of learning
Intelligences: kill smn
Teacher Response 1Multiple Intelligence
Teacher Response 2
Mindmaps
Previous experience of lifeShared knowledge
Purpose of languageLanguage structures
Letter soundswords
Reason 1990
‘Effort after meaning’
Bartlett 1932 cited in Pumfrey and Reason, 1991: 59-60
Information processing: dyslexia
Possible strengths
• Colour• Pics, diagrams, • Talk• Hands-on stuff• Empathy • Logic
Likely weaknesses
• Black on white text• Tracking print• Copying• Remembering
short-term
Fernald Multisensory ApproachOrton-Gillingham MethodGillingham-Stillman Alphabetic MethodAlpha to OmegaEdith Norrie Letter CaseThe Bangor Teaching ProgrammeBannatyne’s Colour PhonicsThe Hickey MethodPeabody Rebus Reading ProgrammeAston IndexAston Portfolio AssessmentSpelling Made Easy (Brand, 1984)The Icon ApproachReading Recovery (1988)The English Colour Code Programmed Reading Course (1976)Patterns of Sound (1968)Pictogram System (1973)Signposts to Spelling (1978)ARROW (Aural – Read – Respond – Oral – Written) (1990)Attack – a-TrackSimultaneous Oral SpellingPsycho-motor programmesEmbedded picturesMnemonic drawingsFinger spellingSyllabificationCursive script
Teacher solutions
http://www.dys-add.com/DV3Handout.pdf
Screening and assessment• LADS; Lucid Adult Screening Test is available
on UW campus terminals. Cost to student £100
Bibliography
Bennett, D. 2006 Dyslexia Pocketbook Teachers’ pocketbooksBuzan,T. 1997 The Mind Map Book London : BBC Saunders & White 2002 How Dyslexics Learn Evesham: patossEckersley, J. 2004 Coping with Dyspraxia Sheldon PressBiggs, V. 2005 Caged in Chaos Jessica Kingsley Pubs.Mortimore T 2008 Dyslexia and Learning Styles Chichester: John Wiley and SonsHunter-Carsch M and Herrington M 2001 Dyslexia and Effective Learning London: WhurrPumfrey P and Reason R 1991 Specific Learning Difficulties London: RoutledgeDoyle J 1996 Dyslexia: an Introductory Guide London: Whurr PublishersMassey J 2008 Meeting the Needs of Students with Dyslexia London: Network ContinuumEdwards J 1994 The Scars of Dyslexia London: CassellStirling EG 1987 Help for the Dyslexic Adolescent Chippenham: St David’s CollegeTurner E and Pughe J 2003 Dyslexia and English London: David Fulton PublishersBritish Dyslexia Association www.bda-dyslexia.org.ukDyslexia Institute www.dyslexia-inst.org.uk
More information
British Dyslexia Association www.bda-dyslexia.org.ukDyslexia Institute www.dyslexia-inst.org.uk
Dyspraxia Foundation www.dyspraxiafoundation.org.uk
Sarah Nichols, MA, Dip RSA, AMBDASpecialist Academic Support Tutor, University of Worcester
s.nichols@worc.ac.uk
Bibliography
Bennett, D. 2006 Dyslexia Pocketbook Teachers’ pocketbooks
Heath & Ellis 1997 Beating Dyslexia Celebration of Life
Buzan,T. 1997 The Mind Map Book London : BBC Pubs
Saunders & White 2002 How Dyslexics Learn Patoss, Evesham
Eckersley, J. 2004 Coping with Dyspraxia Sheldon Press
Biggs, V. 2005 Caged in Chaos Jessica Kingsley Pubs.
Henderson, A. 1998 Maths for the Dyslexic David Fulton
Chinn, S. 2007 Dealing with Dyscalculia; Sum Hope Souvenir Press