MFL and Dyslexia

1. MFL and Dyslexia J Moore BA PGCE QTLS PGC (Dyslexia) AMBDA APC MSET Saturday 23rd September 2017

2. My aim today is to: Develop your understanding of dyslexia and how it affects students in your MFL lessons.

3. The definition of dyslexia How we learn to read The Phonological Processing Deficit Theory The three main areas of difficulty for dyslexic students Strategies to help students in your lesson The wider implications of dyslexia • Workshop: • Discuss presentation of dyslexia in your classroom. • Share ideas to explore ways to accommodate students with dyslexia in your classroom.

4. What is dyslexia? • Dyslexia is Greek word for: difficulty with words • Affects a student’s ability to read and to spell • Affects the way informationislearned and processed • Is part of neurological condition and is life long and persistent • Is the most common of the Specific Learning Difficulties/Differences (SpLDs), a family of related conditions with considerable overlap • British Dyslexia Association J Moore BA PGCE QTLS PGC Dyslexia AMBDA APC MSET

5. Co-occurring specific learning difficulties (SpLDs) J Moore BA PGCE QTLS PGC Dyslexia AMBDA APC MSET

6. Why is there such a discrepancy between my student’s verbal skills and their reading and writing skills? J Moore BA PGCE QTLS PGC Dyslexia AMBDA APC MSET

7. We don’t learn to talk! First language is not learned. We do not learn to grow; we do not consciously learn to talk. The acquisition of first language is innate and biological. Exposure to the language used in your environment is all that is needed. Children do not need any kind of learning to acquire language because it is obtained and developed based on each person’s scheduled mechanism. 0-5 years is a crucial window. Innate vs. learned N Chomsky (1965) J Moore BA PGCE QTLS PGC Dyslexia AMBDA APC MSET

8. We have to learn to read and to spell Learned vs. Innate • Learning to read is a cultural invention. • Relatively recent – 5,000 years. • Our brains do not come with natural, innate wiring for learning to read. • Brain must manipulate and build neuro-circuits in brain to skilfully and automatically pull words off a page to make meaning. • Not innate. Learning to read needs explicit, systematic, structured teaching to build automatic neural pathways.

9. First piece of advice when working with students with a specific learning difficulty.... J Moore BA PGCE QTLS PGC Dyslexia AMBDA APC MSET

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11. Learning to read and spell https://www.youtube.com/watch?v=5kB7GgLlR7M

12. What can cause learning to read and spell difficulties (dyslexia)? • Phonological Awareness • Phonological • Memory • Rapid Automatic Naming ‘Phonological Processing Deficit’ J Moore AMBDA APC

13. Definition of Phonology Phonology is that part of language that concerns the sounds of words – not the meaning or grammatical structure of words. J Moore BA PGCE QTLS PGC Dyslexia AMBDA APC MSET

14. Test your powers of phonemic awareness!

15. Development of Phonological Awareness:Meet Jack and Aaron! • 2 years 10 months • Have a receptive vocabulary of 500-900 words • Have an expressive vocabulary of 50-250 words and more • Speech is 50%- 75% intelligible by non family members • Know at least three prepositions ( e.g.,  in, on, under) • Uses 2-4 word phrases • Uses pronouns :  I, you, me  correctly • Begin to use some plurals and past tense • Can understand a complex sentence with 11 words! J Moore BA PGCE QTLS PGC Dyslexia AMBDA APC MSET

16. The boys’ journey to reading and spelling Playgroup : Phonological Awareness Pre-school Nursery: Phonemic Awareness School: Phoneme – Phonic Correspondence J Moore BA QTLS PGC Dyslexia AMBDA APC

17. _ __ _ moon J Moore BA PGCE QTLS PGC Dyslexia AMBDA APC MSET

18. How well do you know your phoneme-grapheme correspondence?!How many ways can you think of to spell the phoneme /oo/ as it sounds in moon? 1.true 2. 3. 4. 5. 6. 7. 8. 9. J Moore BA QTLS PGC Dyslexia AMBDA APC

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20. Think about how you approach phonemic awareness in your MFL

24. How will a student with weak phonological awareness present in your classroom? • Embarrassed when speaking • Poor pronunciation • Difficulty repeating words after teacher • Find listening tasks very difficult • May perceive similar sounding words incorrectly. • Difficulty knowing where one spoken word ends and another begins. • Will avoid reading, especially if asked to do it aloud. • Very poor spelling – may be phonetic – and be heavily influenced by English alphabetic code. • Low level behaviour to avoid being asked questions or show weakness in front of peers .

25. Teaching and Learning Strategies to help your student(s) • Early introduction to phonic system of your MFL. • Appreciate that it takes a non dyslexic student 2-3 years of intensive instruction to learn the phonic codes of English. A dyslexic learner may take twice as long. • Give student a ‘right to pass’ when reading. • Introduce new materials in a multi-sensory way – Show it, Listen to it, Hear it, Say it , Write it etc. • Provide flashcards with phonic sounds to learn at home. • When speaking in your MFL, exaggerate word separation at first then repeat in as spoken normally. • Provide visual image of words/texts so that student is getting a ‘double hit’ of stimulus i.e., they can see it and hear it. • Set realistic targets for your student so that they can experience success.