Dyslexia Guild Conference 2013 - Primary Teaching Seminar

1

Welcome!

Aims

How does dyslexia affect Primary school children?

Strategies, practical examples

Questions and comments

A Cluster of Difficulties Phonological skills

Language Processing

Sequencing

Motor Skills

Organisation

Poor Literacy / Numeracy

Self-esteem

Behaviour

Working memory

Dyslexia in Primary school

Find the issues, tackle them one by one

Remember

‘What helps the dyslexic pupil helps everyone!’

Reading

Slow, laboured, not fluent, monotone

Poor ability to sound out words

May ignore punctuation

Mis-reading of sight words

were / where how/ who want / won’t

Reading

Poor comprehension lack of enjoyment

We never ask them to read in front of the class!

Support Reading

Accuracy

Rate (fluency)

Comprehension

Accessibility

www.load2learn.org.uk/ IT’S FREE!

Spelling

Deteriorates…

•At speed

•In longer pieces of writing

•When being watched!

Phonological Awareness

Be systematic, over-learning

Use pure sounds! www.youtube.com/watch?v=5J2Ddf_0Om8

Breaking words syllables

Practise blending

Practise segmenting

See www.unitsofsound.net/

Support Spelling

Chunk words syllables

Cut words on cards – multi-sensory

Use magnetic/foam/wooden letters/ phonemes –to aid working memory

Spelling takes practice!

Learning Spellings

Making spelling multi-sensory works!

Echo, spell, write, check for dictation

Look, say, cover, write, check

Visualisation techniques

MUSP

Spaghetti spelling

Highlighter dance mat spelling

‘How do you spell….?’

Free writing

Topic work

Mnemonics – pupil’s ideas – humour!

ACE dictionary

We notice that writing has…

Reduced output compared to oral discussion

Awkward pen grip?

Poorly sequenced

Basic vocabulary and sentence structure

Messy

Tackling Writing Difficulties

Systematic…tackle one by one…..

Copy from board accurately

‘Scruffy’ work – scissors, glue, ruler,

fountain / ink pens

Handwriting

Supporting Writing

Systematic

Posture

Touch typing

Focus on creativity

Systematically plan ideas

Maths

Difficulty remembering facts

Misreading units / digits

Difficulty visualising

Difficulty following sequences

Maths Support

Systematic

Over-learning

Concrete resources (Cuisenaire rods)

See www.powerof2.co.uk

Many websites, www.mymaths.co.uk

Difficulties with tests…

Reading and understanding the question!

Working under time-pressure

Sustaining concentration

Coping with tests

Full exam access arrangements for SATs

Reinforce the instructions

Practise styles of exam questions

Provide timeline and move marker

Model organisation

Structured into sections

Flow of work ‘out’ and ‘in’

Everything clearly labeled – pictures

Checklist by the door - things for home

Encourage independent routines

Realistic praise

Build self-esteem

Teaching Style

Multi sensory

Investigatory approach

Directed discovery teaching

Systematic, cumulative

Over-learning

Support Processing and Memory

Allow time to answer questions

Repeat instructions back/paraphrase

Simple instructions

Working memory programmes

Questions Comments

Thank you for listening!

Dhanson@dyslexiaaction.org.uk