3/21/2017

1

3/21/2017 Copyright Neil MacKay 2017 1 3/21/2017 Copyright Neil MacKay 2017 2

3/21/2017 Copyright Neil MacKay 2017 3 Copyright Neil MacKay 20173/21/2017 4

Copyright Neil MacKay 20173/21/2017 5

Looking for “hidden DLTN”

• Who do you teach who:

• Doesn’t have a label

• Is a native English speaker

• And……… s/he would get more marks in a comprehension if you:

1. Read the passage out loud

2. Read the questions out loud

3. Write down the answers

Copyright Neil MacKay 20173/21/2017 6

3/21/2017

2

73/21/2017 Copyright Neil MacKay 2017 83/21/2017 Copyright Neil MacKay 2017

93/21/2017 Copyright Neil MacKay 2017 3/21/2017 Copyright Neil MacKay 2017 10

Let’s be clear:• Short term memory/working memory –definitely not interchangeable phrases

• STM – just for storage – sustainable for seconds only

• WM – involves central executive for “effortful mental transformations” – holding it long enough to do something

with it.

3/21/2017 Copyright Neil MacKay 2017 11

Working Memory

Tracey Alloway 20103/21/2017 Copyright Neil MacKay 2017 12

3/21/2017

3

Automaticity• The ability to perform an action

automatically without focusing upon it’ (Mortimore, 2003, p.50).

• Many tasks are made up of a number of sub-skills.

• “Simultaneous sub-skills” must become automatic, rather than conscious for “effortless performance’

• Lack of automaticity = processing overload when asked to carry out new or complex tasks.

• Wide range of skills can be affected, including motor skills.

3/21/2017 Copyright Neil MacKay 2017 13 3/21/2017 Copyright Neil MacKay 2017 14

A classic sign:We:

• Set a complex task

They:• Start purposefully suggesting they ok with it

(primacy effect?). Then they:• Make errors• Loss focus, become inattentive,

distracted• Abandon the task

3/21/2017 Copyright Neil MacKay 2017 15 3/21/2017 Copyright Neil MacKay 2017 16

3/21/2017 Copyright Neil MacKay 2017 17 3/21/2017 Copyright Neil MacKay 2017 18

3/21/2017

4

3/21/2017 Copyright Neil MacKay 2017 19 3/21/2017 Copyright Neil MacKay 2017 20

3/21/2017 Copyright Neil MacKay 2017 21

Kinaesthetic

3/21/2017 Copyright Neil MacKay 2017 22

Working Memory - Simply Psychologywww.simplypsychology.org ›

Kinaesthetic

3/21/2017 Copyright Neil MacKay 2017 23 3/21/2017 Copyright Neil MacKay 2017 24

3/21/2017

5

Don’t forget to

start each

sentence

with a capital

letter

Don't forget to start

each sentence with a

Capital letter and end

with a full stop. Can

you use any “wow

words”?

Don't forget to start

each sentence with a

Capital letter and end

with a full stop. Can

you use any “wow

words”? Also can you

start a sentence with

an “ing” word or a “ly”

word? More marks if

you can!

Plenty of marks just for

remembering the task.

This student is not smart

but does well because a

good working memory.

This student can do the

“ing” and “ly” tasks but

forgot to do them.

So marks will be ok but

not ability appropriate

and risk of becoming

a “coasting kid.”

This student is smart and

can do it all but s/he forgets

instructional sequences.

Marks will definitely not

reflect ability on this task

Little “visible learning”

and likely to suffer

from reduced expectation

and frustration.

After Tracy Packiam Alloway3/21/2017 Copyright Neil MacKay 2017 25 3/21/2017 Copyright Neil MacKay 2017 26

3/21/2017 Copyright Neil MacKay 2017 27

More strategies – “Going for five”

1. Repeat a similar task instantly or later with modifications

2. Keep sentences short or join by easy conjunctions

3. Keep it visible for longer

4. Simplify grammatical structure – for sentences, instructions, comprehensions

5. Break multi step tasks into independent series and steps to be completed

3/21/2017 Copyright Neil MacKay 2017 28

3/21/2017 Copyright Neil MacKay 2017 29 3/21/2017 Copyright Neil MacKay 2017 30

Understanding through

3/21/2017

6

313/21/2017 Copyright Neil MacKay 2017 3/21/2017 Copyright Neil MacKay 2017 32

3/21/2017 Copyright Neil MacKay 2017 33 3/21/2017 Copyright Neil MacKay 2017 34

Studies on Reading FactorsStudies showing good word recognition skills can

be developed in the absence of good comprehension:

Snowling & Frith 1986

Stothard & Hulme 1992

Studies showing that good comprehension can be developed in the absence of good word recognition skills:

Catts, Adolf & Weismer 2006

Spooner, Baddley & Gathercole 2004

Copyright Neil MacKay 20173/21/2017 35 3/21/2017 Copyright Neil MacKay 2017 36

3/21/2017

7

3/21/2017 Copyright Neil MacKay 2017 37

I th in k …

Wow!

Interesting!

5 W

+ H

M m m m ,

th a t ’s

c le a r e r .

383/21/2017 Copyright Neil MacKay 2017

393/21/2017 Copyright Neil MacKay 2017 403/21/2017 Copyright Neil MacKay 2017

41

I th in k …

Wow!

Interesting!

5 W

+ H

M m m m ,

th a t ’s

c le a r e r .

3/21/2017 Copyright Neil MacKay 2017 3/21/2017 Copyright Neil MacKay 2017 42

“How could/might you…………

3/21/2017

8

3/21/2017 Copyright Neil MacKay 2017 43 3/21/2017 Copyright Neil MacKay 2017 44

3/21/2017 Copyright Neil MacKay 2017 45 3/21/2017 Copyright Neil MacKay 2017 46

3/21/2017 Copyright Neil MacKay 2017 47

Let’s go to “The Island”

3/21/2017 Copyright Neil MacKay 2017 48

3/21/2017

9

3/21/2017 Copyright Neil MacKay 2017 49

Step 1

503/21/2017 Copyright Neil MacKay 2017

Sp. See me

Step 2

513/21/2017 Copyright Neil MacKay 2017

Time to give a helping hand:

3/21/2017 Copyright Neil MacKay 2017 52

Use a connectiveDespite, When, Even thoughBecause, However,So, While, AfterAlthough

Use an adverb – an ‘ed’ or ‘ly’Disappointingly, Regretfully, Steadily, Happily, Slowly, Mournfully, Graciously, Frustrated, Confused, Worried, Delighted

Use a simile or metaphorLike a mouse, heBrave lions, theyAs swift as a bird, she

Use a verb – an ‘ing’ clause Giggling and laughing, Waiting, Thinking, Looking,

Copyright Neil MacKay 2015

Next sentence must be exactly 6 words long

Next sentence must be exactly17 words long

Next sentence must begin with “Because”From now on, you can only use

“And” or “But” as a starter

3/21/2017 Copyright Neil MacKay 2017 53 3/21/2017 Copyright Neil MacKay 2017 54

3/21/2017

10

A c ce s s in g p r o c e s s

(S e qu e n c in g )

W e n e e d

t o

s e p a r a te

t a s k s

t h a t

d em a n d :

A c ce s s in g

s t o r a g e

(R em em b e r in g )

W h a t d o I k n o w ? H o w d o I d o it ?1 / 1 3 / 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 3 0

F ina lly

F ir s t

A ls o

N e x t

A f te r

tha t

T he n

S o,

T I P T A P P

T im e

to s ta r t a new

p a r a g r a p h w he n y ou

cha ng e :

S im p le r

T im e

I d e a

P e r s on

M or e s op h is t ic a te d

T hem e /T op ic

A d v e r t

P la ce

P ic tu r e in y our he a dB e ca us e

H ow e v e r

G e ne r ic

p a r a

s ta r te r s

A nd , 1 / 1 3 / 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 7 4

3/21/2017 Copyright Neil MacKay 2017 55 3/21/2017 Copyright Neil MacKay 2017 56

3/21/2017 Copyright Neil MacKay 2017 57

Please checkout my website – www.actiondyslexia.co.uk for articles, links, books and more

Please follow me on:• Twitter - @actiondyslexia – please tweet, add pictures

from the training, tag me in photos of any improved work completed by your students using new strategies

• Facebook – Action Dyslexia Ltd. Please follow and comment on training etc, especially things that worked well back in class.

• Please get back with any questions and I will respond as soon as I can – info@actiondyslexia.co.uk And….

New for 2017……….

• Going for greater depth – “drilling down” for stretch, challenge and risk.

3/21/2017 Copyright Neil MacKay 2017 58