Helen Arkell Understanding Dyslexia and other Literacy Difficulties => Nanotation This webinar has been funded by the Department for Education through the Dyslexia-SpLD Trust. The ey Coe |e ac, Defi in “Drege een cam oe png acs we erin eae ResbuABAdettaagzeerew one at aneBDA Definition ‘Dyin earning efclty that pray afet the ls Invoedinsecorate and ent word reading and speling. Dysleuc gut me le predims and they acer splemui, ridin, writ and seen fide bake to frunt If yor bont cestrat you See Figs back to front elke “was! you weds wit ike thett "Saw Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.Phonological awareness Phonological awareness the aby to identy and Imaripuate the soundsin spoken ngage. + Learning he code can be ver itl for learners wit dyslexia + Var for them to map sounds to symbols + May be, orhave ben, fits with tye, alter, bending, segmentation + Reading and sping development afeces = z. Verbal memory Verbal memory the ability to retain an ordered sequence of verbal material for a short period of time. * Stores verbally presented material for seconds eg. remembering a phone number ‘+ One component of working memory Working memory * The ability to hold information for a short period of time while manipulating It, often while linking to long-term memory + Important for many aspects of learning, * Capacity varies from person to person typically 7+/-2 digitsEffect of Working Memory Difficulties + Reading/Speling holding sounds long enough to work with + Reading comprehension — maintaining comprehension while decoding *+ Writing ~ planning, sequencing sentences and ideas + Maths ~ mental arithmetic, getting lost in processes + Instructions, homework, organisational ficulties *+ Remembering sequences Verbal Processing Verbal processing speed =the time taken to process fair verbal information, + Processing information gven verbally and responding appropriately + The information may need tobe organised or sequencedin order to perform task + Examples - answering a question or carying ‘out an instruction | Dyslexia occurs across the range of intellectual abilities + Amove away from the ‘sserepancy’ theory IRis best thought of asa continuum, not a distinct Category, and there are.no clear cutoff points. + From mild to severe + No sharp dividing ine between having dyslexia and not havinit.‘co-occurring dificuties may be seen in aspects of language, motor co-ordination, mental caleulaton, concentration and persona organisation, but these are not, by themselves, markers of dyslexia bificultos wth language, e.g. + Pronouncng perceiving and manpultingthe sous of + Understandngand constructing langage 3t speed + Ble tingty vy Ditfculties with motor co-ordination, e.g. Younger + ering sessed + Hiding pene * brawing + Sports and games + Presentation ils + seep and independence Ditreuties with + Mental caleuation + concentrationDicuties with personal organisation Belongings Personaltidiness In his/her own world’ Having ight equipment and materials ‘Time-keeping and meeting deadlines ‘Bringing ital together. previewing and planning, having the right equipment, inthe right place, atthe righe tim. ‘good indication ofthe severity and persistence of 4yslenc difficulties can be gained by examining how ‘he individual responds or has responded to well, founded intervention Visual Processing Difficulties ‘Some learners experience visual dificultes when working with text. These may include + Visual confusions —b/d, un, ft for/from/form + Blurring/seeing double Sie + Moving text SSnc= + visual stres/glare from paper Fula + Tracking difficulties — beeping place ‘They are often not aware that this sa diffeulty and think tis the same for everyone.Automaticity * «The ability to perform a task without needing to consciously think about it. + Many learners with SpLDs often have difficulty achieving automaticity and therefore need to consciously carry out tasks others can do automatically + Alot more loading on brain power Often a mismatch ft g %s general + speling development reading s levels of reaso + organisation + personal sills sequencing + problem solving ‘numbers + spoken writing communication ‘short term memory Consequences * poor self-esteem * lack of confidence * excessive tiredness * lack of motivation '* poor response when under stress ‘negativityBut it is not all bad.. Many dyslexics have strengths in other areas, such as: + Design + Problem solving * Creative skills + Interactive skills + Orat skills * Interpersonal skis * Practical skills Classroom practice “he carterreview of nt teacher traning TT) = “ns g00d teaching or SEND good teaching a The strategies used to help learners with dsela willaenetall the learmerin te osroom,Slow down. Allow ‘Think Time’ - 3 second rule. Keep instructions simple, and in the order you want them to be done. Use signal words ~ ‘three things to remember’. Check understanding — verbalising to peers/adults. Ask the student to repeat information back to you (in his own words and in private). Break tasks down into achievable chunks. Give visual support + Gesture d maps + Diagrams/sketches + Demonstrating + WAGOLL (What A Good One Looks Like)'* Simplify your grammar — don’t use a complex sentence when a simpler one will do Instead of ‘The obstacle course was run by Ben in record time’, say ‘Ben ran the obstacle course in record time” Avoid + Idioms + Sarcasm * Double meanings Be prepared to repeat yourself! Ov 6 .Use positive language + Would it help if Leveson? ‘ Which bit can |help you with? «| really ike the way you have... + That would be even better'f * Which bit do you like best? * Concentrate on whatis wanted, not on what toavoid Documents/Handouts Use a dyslexia friendly font Verdana Arial Comic Sans Calibri Nor ‘Times New RomanAvoid underlining and italics— can make text appear to run together. Bold is better. AVOID BLOCK CAPITALS — the text is much harder to read. Left justify passages of text. This is much ‘easier for dyslexic individuals to read than text that has been, fully justified as the gaps between words are uneven. This can result in jerky eye ‘movements which make the text more difficult to read, Use cream/pastel paper if possible. Or Use grey or blue ink. Or Use muted black (85%)Copying from the board should not be the homework! Provide homework instructions: >on paper > on portal 3 Top Tips Give ‘Think Time’ (3 seconds) ¥ Give one instruction at a time ¥ Give homework on paper or portal, not copied from the board Helen Arkell t 01252792400 fe enquiries@arkellcentre org.uk w wwwhelenarkell org.uk‘Thank you for participating “Tang providedin partnership wih Helen ark Sprngboadfor Cle under the Dyes spLD ast yn etl