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A Classic Dyslexia Profile

Unlocking the secrets of Dyslexia: using the Literacy and Dyslexia-SpLD Professional Development Framework as a key to personalised CPD University of Derby June 2012 Dr. Amelia Roberts. A Classic Dyslexia Profile. Turner and Ridsdale Digit Memory: 5 Gathercole and Baddeley Non-word Memory: 97

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A Classic Dyslexia Profile

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  1. Unlocking the secrets of Dyslexia: using the Literacy and Dyslexia-SpLD Professional Development Framework as a key to personalised CPDUniversity ofDerby June 2012Dr. Amelia Roberts

  2. A Classic Dyslexia Profile Turner and Ridsdale Digit Memory: 5 Gathercole and Baddeley Non-word Memory: 97 WRIT Analogies: 83 WRIT Vocab: 37 WRAT 4 Spelling: 19 WRAT 4 Reading: 39 WRAT 4 Comprehension: 75 An often seen ‘spiky’ profile, with clear areas of deficit, coupled with areas of strengths and compensatory strategies which can produce higher levels of functioning and attainment. Deficits cannot be ignored, but there is a role for ‘playing to strengths’ and activating Higher Order Thinking to enable more significant learning

  3. Classroom Manifestations • Reading, writing, spelling • Difficulties ‘getting ideas down on paper’ • Maths • Disorganisation • Difficulties in sitting and listening • Difficulties in following instructions • Distracting behaviour • Attention/focus problems • Low confidence • Loss of motivation • Poor attainment

  4. Well known ways of supporting weaknesses Writing Frames Written Instructions on W/Board Differentiated work Dyslexia-friendly texts Careful formatting on worksheets, eg spacing, font size, illustrations, Arial Extra Reading and Spelling support Specific focus on phonetic processing and other targeted programmes to support the Dyslexic learner

  5. The Dyslexia/SpLD Professional Development Framework • Free online tool • Funded by DfE, in conjunction with The Dyslexia/SpLD Trust and created in partnership with PATOSS and Dyslexia Action • Provides a portal to access resources • Personalised needs analysis with tailor-made report including a wide range of resources. • Covers six keys strands of essential expertise • Includes five stages corresponding to a variety of roles within the educational workforce.

  6. Structure and content of Framework - Strands • Development of language and literacy • Theories of dyslexia/SpLD • Identifying and assessing dyslexia/SpLD • Supporting and teaching learners with dyslexia/SpLD • Communicating and working with others • Professional development and dyslexia/SpLD

  7. Structure and content of Framework:Stages

  8. Statements and Confidence-ratings • ‘Understand the differences between the Biological Theories, Cognitive Theories and Social-interaction Theory’. • Confidence rating: 1 2 3 • ‘Explain the ‘Simple View of Reading’ • Confidence rating: 1 2 3

  9. Structure and content of Framework Professional development guidance Each user receives an in-depth report (pdf) which includes CPD and development advice: Feedback on level within each strand for the stage selected Suggestions for work place activities to develop learning Professional development resources Website resources Key Reference documents Advice on how to select a relevant training course

  10. Examples of resources recommended Texts: Read Chapter 1 of the Rose Review on Dyslexia: http://publications.education.gov.uk/eOrderingDownload/00659-2009DOM-EN.pdf Websites: A Framework for Understanding Dyslexia - Theories of dyslexia http://www.excellencegateway.org.uk/page.aspx?o=124856 The Daily Mathematics Lesson: Guidance to Support Pupils with Dyslexia & Dyscalculia. DfES 0512/2001 http://scotens.org/sen/resources/dyslexia_leaflet_maths.pdf

  11. Extracts from The Rose Review Chapter 1(2009 p.30) Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.

  12. Theories of Dyslexia covered in Chapter 1 • Evidence for a genetic link (p36): Twin and familial studies (Snowling 2007, 2008; Pennington and Olson 2005) show that there is a higher incidence of Dyslexia in families with other Dyslexic members, but find it difficult to distinguish between genetic inheritance and shared environmental influences. Chromosomal evidence … ‘strongest evidence for linkage with dyslexia is a site on the short arm of chromosome 6, with others replicated on chromosomes 1, 2, 3, 11, 15 and 1852. …but it is important to emphasise that genetic influences are probabilistic.’

  13. The Simple View of Reading www.standards.dcsf.gov.uk/primaryframework/literacy This visual framework was designed to help practitioners gauge the relationship between decoding skills and comprehension skills in the individual learner.

  14. + Good language comprehension, poor word recognition Good word recognition, good language comprehension Word recognition + - Poor word recognition, poor language comprehension Good word recognition, poor language comprehension - Language comprehension

  15. Brain-based models ‘Functional brain imaging studies during reading indicate that children and adults with dyslexia typically show less activity than controls in left hemisphere temporo-parietal regions. Preliminary evidence suggests that intervention may reduce this underactivation. However, the causal status of brain differences in dyslexia is debatable because brain development shows considerable plasticity: both its structure and function are shaped by use.’ (p37) Price and McCrory (2005) Simos et al (2002), Shaywitz et al (2004)

  16. A Framework for Understanding Dyslexia • Biological theories of dyslexia. • Cognitive theories of dyslexia. • Social interactive theory of dyslexia. • What do theories agree on?There are some general agreements on some of the causes of dyslexia. • Where are there areas of disagreement?Disagreements on the definition and causes of dyslexia. http://www.excellencegateway.org.uk/page.aspx?o=124856

  17. Supporting the Dyslexic learner • Dyslexia and Maths' by Kay, J and Yeo, D , Fulton, contains lots of practical advice on using concrete materials and basic number work • How Dyslexics Learn: Grasping the Nettle • Recognising learning strengths is a key element to successful teaching. This book concentrates on the successful strategies dyslexics have used and the positive traits associated with dyslexic learners. The theme of the book likens the support dyslexic learners need to the careful husbandry used by a skilled and creative gardener.

  18. Dyslexia and Dyscalculia • http://scotens.org/sen/resources/dyslexia_leaflet_maths.pdf The National Numeracy Strategy: The daily mathematics lesson Guidance to support pupils with dyslexia and dyscalculia

  19. Broader based approaches • Every Class Teachers Guide to Removing Barriers & Raising Attainment. Routledge How dyslexia affects dyslexic learners’ access to and progress in the subject curriculum • The development and provision of appropriate support strategies for meeting the needs of dyslexic students • The use of case studies helpfully highlights the impact of dyslexia on students as they transfer to secondary school. They illustrate how and why this condition may be mistaken for behavioural - or other - difficulties, consider whole-school issues and relate throughout the book to a practical framework of proven support strategies.

  20. Academic approaches • The EPPI Centre at the Institute of Education provides an accessible resource for evidence based practice: • Use questions and statements that involve higher order thinking, reasoning, and personal perspective. The teachers who … spend most of the available time in these high-quality on-task interactions facilitate greater attainment. • High quality interactions are those in which teachers offer learners the opportunity to problem-solve, to discuss and describe their ideas, and to make connections with their own experiences and prior understandings, while those teacher interactions that are less successful focus on procedural matters, behaviours and general classroom management. • http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=1671

  21. Accessible Case Studies from an NUT project, following teachers trialling Thinking Skills in the classroom. These can be used to develop multisensory strategies for action research in individual classrooms e.g. Cognitive Acceleration through Science Education • http://www.teachers.org.uk/files/thinking-skills-2913.pdf

  22. Helpful Techniques and Resources Odd-one-out Maps from Memory Group work eg Numbered Heads Think-Pair-Share Opinion lines/list ranking Fortune-Line Graphs Sequencing cut-up text/matching words to definitions Piecing together diagrams Jigsaw reading

  23. Who is the Framework for? • Individual working with the Dyslexic learner • Inclusion Manager with responsibility for teams within organisation • Team leaders involved with strategic planning towards improvement in dyslexia-friendly provision. • CPD leaders and training providers as a reference for designing learning outcomes

  24. Different ways of using the Framework to support CPD • Planning future INSETs and training events • Tailor CPD to meet individual staff needs • Structuring an event with a small group to stimulate discussion about Dyslexia/SpLD • Develop a recruitment plan • Inform coaching and mentoring and non-course based CPD • Structuring strategic planning for enhanced Dyslexia/SpLD provision

  25. Accessing the Framework • The framework can be accessed via The Dyslexia-SpLD Trust website, via ‘Resources’: http://www.thedyslexiaspldtrust.org.uk/professionaldevelopmentframework/ The ‘Framework User’s Guide’ contains additional information to support the practitioner and is available to download from this portal. I can be contacted on: Amelia.Roberts@thedyslexia-spldtrust.org.uk

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