SpLD/Dyslexia and approaches to SpLD/Dyslexia and approaches to learning learning

Round pegs in a square worldRound pegs in a square world

Dr Tilly MortimoreDr Tilly Mortimore

t.mortimore@bathspa.ac.ukt.mortimore@bathspa.ac.uk

What do you bring to the party?What do you bring to the party?

What do I know? What do I know?

Name: Name: First languageFirst language

Role: Role:

Current knowledge of Dyslexia 1(none) – 5 Current knowledge of Dyslexia 1(none) – 5

Source of your knowledgeSource of your knowledge

Characteristics of SpLD/DyslexiaCharacteristics of SpLD/Dyslexia

Is it the same across Europe?Is it the same across Europe?

In your away groups consider:In your away groups consider:

Similarities?Similarities?

Differences? Differences?

Can you devise a definition?Can you devise a definition?

WHY?

Round pegs in a square worldRound pegs in a square world

Let’s start with something easy……Let’s start with something easy……

How did that make you feel?How did that make you feel?

What is dyslexia?What is dyslexia?How did you define dyslexia?How did you define dyslexia?

Describing the Describing the syndromesyndrome A group of identifying signs or symptomsA group of identifying signs or symptoms Things that form a patternThings that form a pattern Observable behaviours?Observable behaviours? Deficit , medical models?Deficit , medical models?

What is dyslexia?What is dyslexia? The consensus is emerging that dyslexia is a neuro-The consensus is emerging that dyslexia is a neuro-

developmental disorder with a biological origin which developmental disorder with a biological origin which impacts on speech processing with a range of clinical impacts on speech processing with a range of clinical manifestations. There is evidence for a genetic basis and manifestations. There is evidence for a genetic basis and there is evidence for a brain basis, and it is clear that the there is evidence for a brain basis, and it is clear that the behavioral signs extend well beyond written language. behavioral signs extend well beyond written language. There may be many different kinds of genes and There may be many different kinds of genes and different kinds of brain conditions that are ultimately different kinds of brain conditions that are ultimately responsible for the dyslexia syndrome, but, in each case responsible for the dyslexia syndrome, but, in each case the symptoms have to be understood within the relevant the symptoms have to be understood within the relevant cultural context. cultural context.

Frith (2002) Neuro-cognitive frameworkFrith (2002) Neuro-cognitive framework

(Rose Review, 2009, p.11) (Rose Review, 2009, p.11)

A learning difficult primarily affecting skills involved in accurate A learning difficult primarily affecting skills involved in accurate and fluent word reading and spelling. The main characteristics and fluent word reading and spelling. The main characteristics are difficulties in phonological processing, verbal memory and are difficulties in phonological processing, verbal memory and verbal processing speed. Dyslexia occurs across the range of verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum not a intellectual abilities. It is best thought of as a continuum not a distinct category and there are no clear cut-off points. Co-distinct category and there are no clear cut-off points. Co-occurring difficulties may be seen in:occurring difficulties may be seen in:

Aspects of languageAspects of language Motor co-ordinationMotor co-ordination Mental calculationMental calculation Concentration and attention Concentration and attention Personal organisation Personal organisation But these are not by themselves markers of dyslexia But these are not by themselves markers of dyslexia A good indicator of the severity and persistence of dyslexic A good indicator of the severity and persistence of dyslexic

difficulties can be gained by examining how the individual difficulties can be gained by examining how the individual responds or has responded to well founded intervention. responds or has responded to well founded intervention.

Models of SpLD/DyslexiaModels of SpLD/Dyslexia

The need for a definitionThe need for a definition Difficulties of definitionDifficulties of definition Models of disability – what sort is this?Models of disability – what sort is this? Observable behaviors or cognitive Observable behaviors or cognitive

underpinningunderpinning AccessAccess Empowering the vulnerableEmpowering the vulnerable

Causal theories Causal theories

1.1. Language/ linguistic/phonological deficit Language/ linguistic/phonological deficit (Snowling, 2000) (Snowling, 2000)

2.2. Cerebellar deficit Cerebellar deficit (Nicolson & Fawcett, 1995)(Nicolson & Fawcett, 1995)

3.3. Magnocellular deficit: visual and auditory Magnocellular deficit: visual and auditory (Stein, (Stein, 2001)2001)

4.4. Double deficit Double deficit (Wolf & Bowers,(Wolf & Bowers, 1999) 1999)

5.5. Different brain architecture? Different brain architecture? (Eide & Eide,2011; (Eide & Eide,2011; Casanova, 2010,2012)Casanova, 2010,2012)

Brains, genes and family studiesBrains, genes and family studiesDyslexia exists!Dyslexia exists!

The role of language?The role of language?

““The words or the language as they The words or the language as they are written or spoken do not seem are written or spoken do not seem to play any role in my mechanism to play any role in my mechanism

of thought”of thought”

Einstein, quoted by West, 1997Einstein, quoted by West, 1997

LanguageLanguage as a high risk factor as a high risk factorfor dyslexia for dyslexia

Compensatory factors?Compensatory factors?

Family risk study from pre-school to adolescenceFamily risk study from pre-school to adolescence(Snowling, 2008) (Snowling, 2008)

Two ‘sorts’ of phonological deficit in preschoolTwo ‘sorts’ of phonological deficit in preschool– – Poor phonology + delayed language (P-/L-)Poor phonology + delayed language (P-/L-)– – Poor phonology + normal language (P-/L+)Poor phonology + normal language (P-/L+)• • Developmental consequences vary:Developmental consequences vary:– – P-/L- fulfil criteria for dyslexia at 8 yearsP-/L- fulfil criteria for dyslexia at 8 years– – P-/L+ do not fulfil criteria for dyslexiaP-/L+ do not fulfil criteria for dyslexia

Strong language skills reduce the Strong language skills reduce the riskrisk

Risk factors and the role of Risk factors and the role of language language

Dyslexia is not a ‘category’ but aDyslexia is not a ‘category’ but adimensional disorder which is more or lessdimensional disorder which is more or lesshandicapping depending on co-occurringhandicapping depending on co-occurringconditions such as SLI, ADHD conditions such as SLI, ADHD

Theoretically and practically, is it more fruitful Theoretically and practically, is it more fruitful tothink of tothink of risk factorsrisk factors rather than rather than causescauses

of dyslexia? of dyslexia? Snowling 2008, 2010Snowling 2008, 2010

So what is dyslexia?So what is dyslexia?Is it all about ‘Is it all about ‘problems within the problems within the

learnerlearner’? ’? ‘‘Cracking the code’Cracking the code’ Phonological deficitsPhonological deficits Short term memory Short term memory Processing speedProcessing speed

Kiera Knightley

Phonological SkillsPhonological Skills

Linking symbol to soundLinking symbol to sound Hearing the differences between letter Hearing the differences between letter

soundssounds Putting 2 or more sounds togetherPutting 2 or more sounds together Separating out the initial sound from the Separating out the initial sound from the

rest of the word. rest of the word. Hearing the common initial sound, final Hearing the common initial sound, final

sound and middle sound (CVC words).sound and middle sound (CVC words).

But also sometimes…….But also sometimes…….

Visual stress

Dyslexic strengthsDyslexic strengthsThe dyslexic advantage? The dyslexic advantage?

Strengths Strengths (often)(often) Creative thinkersCreative thinkers Problem solversProblem solvers Drive and determination Drive and determination (sometimes) (sometimes) Highly articulateHighly articulate Individual striking talentIndividual striking talent

Compensatory Learning StrengthsCompensatory Learning Strengths

Auditory memoryAuditory memory Visual memoryVisual memory Tactile & Motor Tactile & Motor

memoriesmemories Big picture Big picture

thinkingthinking Casanova’s workCasanova’s work

3D thinking3D thinking Video memoryVideo memory Creative abilityCreative ability

Other: taste, Other: taste, smell, locus, smell, locus,

humour, humour, stories, logicstories, logic

However in a world where literacy However in a world where literacy brings power………….brings power………….

PhonologyPhonology Working memory Working memory Processing speedProcessing speed MemoryMemory Visual stressVisual stress DecodingDecoding Sequencing Sequencing Use of contextUse of context

Impact on literacy

The impact on life long The impact on life long learning…………learning…………

Adults mentionedAdults mentioned (e.g Klein, (e.g Klein, 1993, Mortimore &Crozier, 2006)1993, Mortimore &Crozier, 2006)

MemorisingMemorising names and names and factsfacts

Remembering sequencesRemembering sequences Slow processingSlow processing Rote memory tasksRote memory tasks Written expressionWritten expression CopyingCopying Word-retrieval Word-retrieval Note takingNote taking Time keeping Time keeping ConcentrationConcentration

impact on self-esteemimpact on self-esteem

anxietyanxiety

both academic and both academic and affectiveaffective

McLoughlin et al (1994) Gilroy & Miles McLoughlin et al (1994) Gilroy & Miles (1996)(1996) Riddick, et al (1997)Riddick, et al (1997)

If they cannot learn from the If they cannot learn from the ways in which we teach, we ways in which we teach, we

must teach them in the must teach them in the ways in which they learn.ways in which they learn.

Harry Chasty

If you are not learning, am I a teacher?

Working with different languagesWorking with different languages

What do we know about What do we know about dyslexia in bilingual learners dyslexia in bilingual learners and across languages?and across languages?

What languages do you have to What languages do you have to deal with in your classrooms?deal with in your classrooms?

Are all bilingual learners Are all bilingual learners the same?the same?

No…….No……. Linguistic diversityLinguistic diversity Social and cultural contextSocial and cultural context OrthographiesOrthographies

Tensions surroundingidentification and support

of bilingual children with dyslexia

Linguistic Linguistic Diversity Diversity

Learning profilesLearning profiles CognitiveCognitive Case historyCase history Behavioural and Behavioural and

socialsocial

Difficulties in both phonology and Difficulties in both phonology and orthography, experienced in first orthography, experienced in first language, will impact upon language, will impact upon second language learning second language learning

((Ziegler et al , 2005)Ziegler et al , 2005) Use of less flexible strategies by Use of less flexible strategies by

Dyslexic learnersDyslexic learners(Wahn & Gregg, 2005; Wahn & Romonath, 2005)(Wahn & Gregg, 2005; Wahn & Romonath, 2005)

((

Levels of language Levels of language competencecompetence

Levels of understanding Levels of understanding and literacy in L1and literacy in L1

Introducing children to Introducing children to L2 – simultaneously or L2 – simultaneously or consecutively?consecutively?

What do we know about What do we know about developing literacy across developing literacy across

languages? languages?

Orthographic differences?Orthographic differences?

Differences Differences

Types of systemTypes of system LogographicLogographic SyllabicSyllabic alphabeticalphabetic

Levels of complexityLevels of complexity Shallow to deepShallow to deep Transparent to opaqueTransparent to opaque

LogographicLogographic SyllabicSyllabic AlphabeticAlphabetic

KanjiKanjiChineseChinese

No No phonological phonological representationrepresentation

Potential Potential phonologicalphonologicalRepresentationRepresentation

CyrillicCyrillicIndo-IranianIndo-Iranian

SlavicSlavicTurkicTurkicAsian Asian

RomanRoman

   Mixture of Mixture of alphabetic and alphabetic and

syllabic syllabic

TransparentTransparent‘‘shallow’shallow’

simplesimple

OpaqueOpaque‘‘deep’deep’

complexcomplex

Adapted from Adapted from Joshi (2005)Joshi (2005)

KanaKana(Japanese)(Japanese)

DevanagarDevanagarKannutakaKannutaka

Finnish Finnish SpanishSpanishGreekGreek

HungarianHungarianItalianItalian

Swedish TurkishSwedish Turkish

French French PortugesePortugese

English English

Three types of language system

Levels of complexityLevels of complexitysyllabic/alphabetic orthographiessyllabic/alphabetic orthographies

Orth.Orth.depthdepth

ShallowShallow ShallowShallow DeeperDeeper Increased Increased difficultydifficulty

DeepestDeepestopaqueopaque

SimpleSimple FinnishFinnishTurkishTurkish

HungarianHungarian

GreekGreekItalianItalian

SpanishSpanish

PortuguesePortuguese FrenchFrench

ComplexComplex

AdaptedAdapted fromfrom

Seymour,Seymour, 20052005

HebrewHebrewCzechCzech

SerbianSerbianCroatianCroatianVowelledVowelled PersianPersian

GermanGermanNorwegianNorwegianIcelandicIcelandic

DutchDutchSwedishSwedish

PortuguesePortugueseDanishDanish

EnglishEnglish

Developing literacy Developing literacy across languagesacross languages

Transparent orthographies and ‘pathways Transparent orthographies and ‘pathways in the brain’in the brain’

Deep orthographies and complex Deep orthographies and complex processing processing

A slower decoding processA slower decoding process More ‘catch-up’ time in complex More ‘catch-up’ time in complex

orthorgaphies orthorgaphies (Hutzler et al, 2005)(Hutzler et al, 2005)

May result in dyslexia manifesting in May result in dyslexia manifesting in different ways. (Everatt, 2010)different ways. (Everatt, 2010)

How might dyslexia and How might dyslexia and bilingualism connect?bilingualism connect?

Each type of orthography makes different Each type of orthography makes different cognitive demandscognitive demands

Impact of early literacy in L1 Impact of early literacy in L1 Impact of acquiring literacy in a more Impact of acquiring literacy in a more

transparent languagetransparent language Role of phonological processing in Role of phonological processing in

identifying dyslexia?identifying dyslexia? Role of knowledge of L1? Role of knowledge of L1?

Caution advised

Introductory Reading Introductory Reading Blakemore, S. & Frith, U. (2005) Blakemore, S. & Frith, U. (2005) The Learning Brain: Lessons for Education.The Learning Brain: Lessons for Education. London: Blackwell London: Blackwell Brunswick,N. (2009) Brunswick,N. (2009) Dyslexia: A Beginner’s GuideDyslexia: A Beginner’s Guide. Oxford: One World. Oxford: One World Everatt, J. & Reid, G. (2009) Dyslexia an overview of recent research. In Reid, G. (2009) Everatt, J. & Reid, G. (2009) Dyslexia an overview of recent research. In Reid, G. (2009) The The

Routledge Companion to DyslexiaRoutledge Companion to Dyslexia. London: Routledge. London: Routledge Mortimore, T (2008) Mortimore, T (2008) Dyslexia and LearningDyslexia and Learning Style. Second EditionStyle. Second Edition. Chichester: Wiley. Chichester: Wiley Reid, G (2009) Chapter One: Introduction in Reid, G (2009) Chapter One: Introduction in Dyslexia: A PractitionerDyslexia: A Practitioner’’s Handbooks Handbook, 4th Edition , 4th Edition

Chichester, John Wiley (electronic book)Chichester, John Wiley (electronic book) Reid, G. & Wearmouth, J. (2002) Reid, G. & Wearmouth, J. (2002) Dyslexia and Literacy. Theory and PracticeDyslexia and Literacy. Theory and Practice. Chichester: Wiley . Chichester: Wiley Snowling, M. J. (2008) Specific disorders and broader phenotypes; the case of Dyslexia. Snowling, M. J. (2008) Specific disorders and broader phenotypes; the case of Dyslexia.

Quarterly Journal of Experimental Psychology, 61, 142-156Quarterly Journal of Experimental Psychology, 61, 142-156 Snowling, M.J. (2010) Snowling, M.J. (2010) Dyslexia and Language Impairment: Risk and Protective factorsDyslexia and Language Impairment: Risk and Protective factors . .

BrugesEuropean Dyslexia Association Conference (on Minerva) BrugesEuropean Dyslexia Association Conference (on Minerva) Thomson, M. (2009) Thomson, M. (2009) The Psychology of DyslexiaThe Psychology of Dyslexia: Chichester; Wiley: Chichester; Wiley Wolf, M. (2008) Wolf, M. (2008) Proust and the Squid. The story and science of the reading brain.Proust and the Squid. The story and science of the reading brain. Cambridge: Cambridge:

Icon Icon Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading

disability (dyslexia): What have we learned in the past four decades? disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology Journal of Child Psychology and Psychiatry,and Psychiatry, 45, 2-40. (on Minerva) 45, 2-40. (on Minerva)

* available in electronic and hard copy from library* available in electronic and hard copy from library