SPLD Students fail to learn despite adequate

instruction Different degrees of severity Behavioural, cognitive, biological and

environmental level

- essential for efficient, quick, effortless and accurate performance in a number of skills

- How to develop it?

hear na utterance and show recognition non-verbally (e.g. by indicating an appropriate picture or acting

out a movement)

hear an utterance and respond verbally

initiate a spoken exchange

recognize a written word or sentence and respond verbally

recognize a word or sentence and respond in written form

initiate a written exchange/write independently

Sub-lexical and lexical routes Logographic and alphabetic stage Explicit classroom instruction and

automaticity Ortographic stage Reduced level of syllabic awarenesss Manifests itself differently in different

languages (transparent ortography)

Pre-reading/activating schemata/raising interest

Providing a glossary Font size Uncluttered page – reading frame Visuals Audio recording Wh- comprehension questions Constructing mental images

Problems in segmenting words into phonological units

Problems with phoneme-grapheme correspondences

Problems in word recognition Slow reading speed Difficulties in spelling Smaller range of vocabulary Slow word retrieval Slow speech Articulation problems Problems keeping verbal material in

phonological short-term memory

Difficulties in time management, keeping deadlines and organizing academic work

Fine motor skills problems (poor handwriting)

Slow in automatization when acquiring new skills

Early identification and remediation of literacy problems is of key importance for dyslexic learners not only to ensure their academic success but also to avoid the negative emotional experiences of failure

Repetition, revisiting Mindmaps, diagrams, bullet points, pictures,

role plays Setting tasks that the learner is already capable

of Study skills (notebooks, colour coding), inner

self-correction dialogue Instructions and feedback (honest feedback and

constructive advice – 1-2 things to improve) Communication with the learner and parents

Encouragement – boosting self-esteem Whatever the learner produces doesn’t

have to be 100% perfect Layered correction Task differentiation Recording texts Recording reminders, study timetables

Don’t give up on them

http://eida.orhttps://www.futurelearn.comhttps://www.pinterest.com/Mistyhanson/dyslexia-activities-teaching-tools/

Crombie, M. A. (1995) The Effects of Specific Learning difficulties on the Learning of a Foreign language in School. Dyslexia: An International Journal of Research and Practice

Nijakowska, J. (2010). Dyslexia in the Foreign language Classroom, Bristol: Multilingual Matters

Automaticity is essential for efficient, quick, effortless and accurate performance in a number of skills because our attentional resources are limited. When carrying out complex activities such as reading a text, we cannot pay attention to all the processes involved at the same time.

Most human activity involves a combination of automatic and controlled performance. For example, when we read in our first language we automatically decode the words, retrieve the meaning associated with them and process the sentence structure, but in order to interpret the meaning of the text, we need to consciously draw on our background knowledge and remember previously read pieces of information. This later process is an example of conscious controlled processing. Automatic processes are generally fast, can run parallel, and are effortless, capacity-free and unintentional. They are the result of consistent practice and are not prone to interference from processes. On the other hand, controlled processing is often slow and inefficient, is limited by the capacity of the working memory and requires effort.

 

How to develop automaticity? e. g. teaching a word: ‘Jablko’ (‘apple’ in Czech) 1. oral exposure/visual aid -saying/repeating it 2. kinestehetic -throw and say 3. pronunciation - elicit how many syllables, clap hands/taps fingers 4. tactile experience -hand out a piece of apple, offer a piece of fruit 5. recognizing the word among other words - a pic of other fruits, count how

many (three apples, two bananas, five limes) 6. getting used to written form - display words – which says jablko? 7. practice of the written form - match words and pics 8. first production of the written word -unscramble letters to write jablko 9. practise writing - invite students to write the word ( provide slips of paper) There are several theories of automaticity development – rule-based

approaches view the transformation of factual knowledge into production rules, which is called procedural knowledge e.g. ‘sh’ – a child hears examples that the sound /ʃ / is written as ‘sh’ – and stores the information as declarative knowledge. With practice, this will be transformed into a production rule and eventually become procedural knowledge and then automatic skill.

Therefore, students need frequent practice and revision – the best is through playful activities.   Repetition, revisiting Presenting language in context Drills Oral practice should always come first to avoid students’ attention being divided between the grammatical structure to be practiced

and reading and writing Mindmaps, diagrams, bullet points, pictures, role plays Setting tasks that the learner is already capable of Study skills (notebooks, colour coding), inner self-correction dialogue Simple instructions broken into steps/demonstration/modelling Feedback (honest feedback and constructive advice) Communication with the learner and parents Practice at home – 10-15 minutes a day Some useful sites: http://www.bbc.co.uk/skillswise/topic/memory-aids http://resources.woodlands-junior.kent.sch.uk/interactive/literacy.html#7 http://www.cambridgeenglishonline.com/Phonetics_Focus/ http://www.spellingcity.com/ (type the words YOUR student needs) http://eduapps.org/ http://bubbl.us http://www.englishcentral.com/videos https://www.facebook.com/Dyslexia-Association-of-Ireland-92772324361/timeline/ http://eida.org/        

milanavarro@yahoo.com.brmiloslava.silva@culturainglesa