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The Inclusion Development Programme Teaching and supporting pupils with dyslexia

The Inclusion Development Programme Teaching and supporting pupils with dyslexia. Presentation 1:Dyslexia: Understanding and supporting reading. What underlies reading difficulties?. The ability to read, brings learning and enjoyment But what about those who have difficulties?

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The Inclusion Development Programme Teaching and supporting pupils with dyslexia

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  1. The Inclusion Development ProgrammeTeaching and supporting pupils with dyslexia Presentation 1:Dyslexia: Understanding and supporting reading

  2. What underlies reading difficulties? The ability to read, brings learning and enjoyment But what about those who have difficulties? • Provide access to learning • continue to teach and support them with the skills that they need c-a-t: cat

  3. What underlies reading difficulties? The Simple View of Readingword recognition difficulties

  4. English is hard green bead thief paediatrician

  5. …and the same letters can be pronounced differently in different words bead bread

  6. There are many words that violate the rules come yacht through http://www.youtube.com/watch?v=cRe-j2EC1j8

  7. The foundations of learning to read Identify letters Printed word Grapheme / phoneme conversions Word pronunciation Word meaning Spoken word

  8. Introducing Grapheme phoneme correspondances s sun d dog oa toad o-e rode ch chips ee green ar farm f fish ff puff ph phone aw saw au pause http://www.idponline.org.uk/psdyslexia/fscommand/launch.html

  9. Typical progress: self teaching Rehearsal of basics Building sight vocabulary Inferring further GPC Accurate and fluent

  10. Why do some pupils have difficulties with word recognition? • Dyslexic difficulties • Teaching and Learning • English as an additional language

  11. Reading to learn How do you support pupils in the classroom? • Key stage 1 • Key stage 2 http://www.idponline.org.uk/psdyslexia/fscommand/launch.html

  12. The Inclusion Development ProgrammeTeaching and supporting pupils with dyslexia Presentation 2: Dyslexia: Understanding and supporting spelling

  13. Understanding and supporting spelling • What does spelling require? • Spelling requires recall • Reading requires recognition • Recall is harder than recognition • http://www.idponline.org.uk/psdyslexia/fscommand/launch.html

  14. Why is spelling harder than reading? I (feel) (feal)fiel that the 3 (bares) bairs were….

  15. Why is spelling harder than reading? • Feel could be spelt / feal / fiel / feyl / ..using different spellings of the /ee/ phoneme

  16. Spelling: Using Phonology goterh dagn doragon dragen elaktrisaty

  17. How spelling typically develops in children • Earliest writing • Phonological awareness • Beyond phonology • Tricky words (Yacht, through,thought) • Expansion of vocabulary

  18. Monitoring spelling and removing barriers • It is the responsibility of all teachers to be aware of pupils’ spellings and make adjustments where necessary • We also need to ensure that poor spelling does not become a hindrance to the writing process • How would you do this?

  19. The Inclusion Development ProgrammeTeaching and supporting pupils with dyslexia Presentation 3: Dyslexia: A focus

  20. Dyslexia: Reality or myth? Pupils with dyslexic difficulties see words backwards A risk for dyslexia can be hereditary and sometimes runs in families Dyslexic difficulties are more common in left-handers Dyslexia occurs in all ethnic groups and in all languages

  21. A definition of Dyslexia Reading and spelling Range of abilities Continuum Characteristic features Severity and persistence Identifying and teaching children and young people with dyslexic difficulties: An independent report from Sir Jim Rose to the Secretary of State for Children Schools and Families 2009 Co-occuring difficulties

  22. Michael & Abbie:Examining the definition • By Year 2 • By Year 7 http://www.idponline.org.uk/psdyslexia/fscommand/launch.html

  23. Identification and Assessment http://www.idponline.org.uk/psdyslexia/fscommand/launch.html Monitor progress and adapt teaching Establish a clear starting point for intervention Response to intervention information Skills assessment Continued skills assessment When progress remains slow and/ or there are complex problems Comprehensive assessment

  24. Specialist dyslexic teaching: Explicit teaching : Cumulative sequential Repetitive to the point of over learning Multisensory

  25. Evidence based practice Early intervention Why interventions might not work Why interventions might not work: implementation Selecting a programme

  26. The Inclusion Development ProgrammeTeaching and supporting pupils with dyslexia Presentation 4: Dyslexia: Adapting Practice

  27. Adapting practice: Importance of communication with parents and pupils • http://www.idponline.org.uk/psdyslexia/fscommand/launch.html • What has made Lucy’s experience so much more positive than her mum’s? • Good relationships between parents and school • Lucy’s relatively mild difficulties were noticed and picked up • Adjustments have been made in a subtle way • Lucy has confidence in her teacher • Lucy feels valued as a person

  28. Adapting practice: Short term memory • Difficulty following instructions (what might you observe?) • Copying from the board • Arithmetic and maths • Organisation of writing • Attention span

  29. Try this:

  30. Adapting practice: Language Language consists of four interacting sub-components; • Phonology • Semantics • Syntax • Pragmatics Pre-school children with delayed language are at increased risk of developing literacy difficulties http://www.idponline.org.uk/psdyslexia/fscommand/launch.html

  31. Adapting practice: difficulties with reading and spelling • Word reading • Reading comprehension • Spelling and writing Adapting practice: difficulties with reading and spelling

  32. Adapting Practice: co-occurring difficulties • Motor co-ordination http://www.idponline.org.uk/psdyslexia/fscommand/launch.html • Sight and hearing • Attention problems

  33. Adapting practice: Transition Times of transition can be especially challenging for pupils and their families especially if the pupil has a special educational need. Pupils with dyslexic difficulties and their familes are likely to feel anxious about the experience of a new school • Adapting practice: Transition

  34. Adapting practice: • emotion motivation and self esteem • ICT • A whole school approach

  35. Adapting practice: A whole school approach A great deal can be achieved by individual teachers, however good support for pupils with dyslexic difficulties requires a whole school approach. This should cover: • The teaching of reading and spelling • The monitoring of progress • Evidence based reading and spelling intervention • Consistent adopting of agreed adaptations to practice • The sharing of information • All pupils are different: they should receive teaching and support that is appropriate to their ability • http://www.idponline.org.uk/psdyslexia/fscommand/launch.html

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