ENGLISH
DYSLEXIA
Further information and study can be accessed
through the VLE.
The IDP (Inclusion Development Programme) is
available through the VLE or can be accessed on
www.nationalstrategies.standards.dcsf.gov.uk/node/165381
To access the crystal model presentation To access the crystal model presentation
via the internet via the VLE
• From the school home page, log on and select the
• www.nationalstrategies.standards.dcsf.gov.uk/node/165 Inclusion link on the left hand side
381 and launch the resource
• Click on the image of the t-shirt then the link for
• Quick links top of page Inclusion Development Programme – Dyslexia
• From the home page on the Inclusion Development • ‘Launch the resource’ link is half way down the page.
Programme
• From the home page on the Inclusion Development
Programme
– select library at the bottom of the page
– select library at the bottom of the page
– Overview of dyslexia and SLCN
– Overview of dyslexia and SLCN
– What are specific learning difficulties?
– What are specific learning difficulties?
• To view or print off a hard copy of the presentation
• To view or print off a hard copy of the presentation
– Select quick links
– Select quick links
– FLK/Dyslexia
– FLK/Dyslexia
– What are specific learning difficulties?
– What are specific learning difficulties?
– Resources
– Resources
– The crystal model of specific learning difficulties
– The crystal model of specific learning difficulties
How to access the subject specific strategies via the IDP web link
From the IDP home page
• Select library at the bottom of the page
• Planning
• Select your subject link
How to access the subject specific strategies via the VLE
From the school home page
• log on and select the Inclusion link on the left hand side
• Click on the image of the t-shirt
• The subject specific strategies are available on the left
P1 At the end of this unit you will:
Be able to identif y adjustments you could make to your
environment and practice which will strengthen learning, teaching
Suggested activity for personal and access f or pupils with dyslexia
development possibly during These adjustments are elements of quality first
teaching and can support the learning of all pupils.
department meeting
select secondary activity on each clip
P2 VAK clip
P3 Visual clip on modelling and ideas
P4 Visual ideas
Dyslexia – Overcoming barriers P5 Audio clip on music and ideas
From home page of the IDP P6 Auditory ideas
P7 Kinaesthetic clip on slap the board and ideas
• select dyslexia on the top of the page P8 Kinaesthetic ideas
• Overcoming barriers P9 The big picture clip and bullet points
P10 The big picture and making links clip
• Making adjustments to include pupils P11 Promoting reading clip (IT use by child)
P12 The learning journey clip
with dyslexia
P13 Development of metacognition
• Information P14 Suggestions for the development of metacognition
P15 Chunking
Follow the steps 1 - 18
P16 Overlearning
P17 Organisation clip
P18 Your planning
English and dyslexia
As a subject English demands and expects accuracy in reading, writing and spelling. It measures competency in written
language skills. The study of English literature needs sensitive and careful handling for the dyslexic student to derive enjoyment
from studying the great literary works and to access age and ability appropriate literature.
Factors to take into account Effect on learning in the Strategies which may be Additional support which
and characteristics of some English classroom. incorporated into classroom may be needed
dyslexic students which will Students may have teaching
affect learning difficulty with the
following
Memory Remembering and Present new information Provide support
Working memory (the carrying out in small chunks materials to be used
ability to hold and juggle instructions Set limited but realistic at home or with
information in short-term Remembering targets teaching assistants.
memory) – if overloaded, recently-learned Make learning
information may be lost vocabulary multisensory – use
May be inaccurate Repeating music, actions, graphics
representations in long- multisyllabic words Allow plenty of time for
term memory. May know the recall.
answer but cannot
verbalise it.
Sequencing Finding words in a Allow for frequent Make use of e-
Putting things in order – dictionary practice using rhyme, learning tools such
alphabet, letter order in Ordering days of the rhythm, games, songs, as spelling and word
words, word order in week, months, etc. checkers
sentences, etc. numerical data, etc. Have charts, lists of Encourage the use of
vocabulary, diagrams, memory strategies
etc. on display in the such as mnemonics.
classroom.
Speed of information
processing Responding to Allow extra time for Apply for extra time or
Slower in responding to information or instructions processing by slowing down other special
incoming information. Understanding and presentation arrangements in national
responding to a Allow student extra time to tests.
continuous flow of answer questions and
information. complete work.
Visual
discrimination/perception Differentiating between Make use of picture cards for Use e-learning tools such
Poor ability to similar-looking words association as a Language Master to
discriminate/differentiate Problems with correct Use colour highlighting for aid learning of common
between words/similar shaped punctuation. word patterns, suffixes, words and words which
letters. prefixes, etc. are easily confused.
Auditory discrimination/
perception Problems knowing if a Provide text and sound
Difficulty in perceiving the sound is correct when together
difference between similar repeating after a teacher Exaggerate word separation
sounds Recognising the at first and then as it would be
Difficulty identifying sounds difference between two spoken normally.
Problems identifying where words containing similar
one spoken word ends and a sounds
new word begins. Listening tasks
Answering oral
questions.
Phonological processing
Weak sound/symbol Pronunciation, even Provide an early Use practice cards
correspondence of words introduction to the for reinforcement
Lack of awareness of encountered quite phonic system Use tapes to
individual sounds within frequently Make sure new material accompany printed
words Recognising familiar is introduced in a materials
words and phrases multisensory way – Pair the student with
Confusion of show it, listen to it, look a good reader
similar-sounding at it, hear it, say it, write wherever possible.
words it
Reading, especially Only ask the student to
reading aloud. read aloud if readily
volunteers.
Reading
Affected by weak Coping with the Do not assume or Use ICT, video and
working memory and amount of reading presume that students cover-to-cover audio
thus lose meaning required ‘know’ what style of tapes to support and
May be slow Unable to decode reading is required for limit the amount of
Reading without words quickly different tasks reading which may
expression Remembering what Teach what type of be required.
Difficulty reading aloud. has been read reading is required for
Selecting important different things such as
areas to read exam questions, reading
Skimming and for gleaning facts, for
scanning for specific information, for
information. general overviews, for
pleasure
Encourage use of line
markers to help keep
place: rulers, Perspex®
strips, rule a line on an
A5 sheet of overhead
transparency and use
as a guide.
Writing
Handwriting may be slow Copying from the Provide written notes or Allow the student to
May be difficult to read board cloze (gapped) exercises present work in other
Letter formation may be Writing down what rather than expect the formats such as
inaccurate. can be produced student to copy from the taped or
orally. board wordprocessed
Limit the amount of Provide photocopies
written work required of notes with tapes to
Allow the use of be practised at home.
wordprocessing if writing
is illegible.
Spelling
Difficulty remembering what Words spelled in Encourage use of Provide support to
a word looks like different ways in the personal dictionaries reinforce spellings –
Lack of knowledge of same piece of text Help students to find target word sheets
spelling conventions Words spelled ways of remembering with strategies for
Linked to phonological phonetically spellings – mnemonics, spelling
processing difficulties. All the right letters words within words, base Provide or
there but in the words and suffixes, etc. recommend
wrong order. Highlight the part of the dictionaries with
word which is causing coloured main words
difficulty and use visual or try Moseley’s ACE
clues to help reduce the dictionary (Aurally
load on memory Coded Dictionary
Encourage and accept 1995) which gives
logical spelling if access to a spelling
accuracy is not possible dictionary through
Do not cover a student’s aural means
book with red corrections Mark spelling within a
identifying each and whole-school policy
every spelling mistake. which takes into
account dyslexic
difficulties and gives
consistency of
expectations.
Grammar/syntax
Poor understanding of Difficulty forming Teach rules and build in Provide revision
syntax and grammar. accurate sentences lots of reinforcement cards with rules for
Difficulty within the lesson use as reference in
understanding what Use diagrams, cards, class and at home.
a paragraph is/looks etc. to show sequences
like and patterns of
Problems with the language
rules of grammar Draw the concepts, e.g.
Difficulty draw what a paragraph
understanding and looks like
using the Teach vocabulary
vocabulary associated with
associated with literature explicitly.
English literature.
Planning
Tasks – weak grasp of time Planning and allocating Use planning calendars to provide writing scaffolds to
required time to complete tasks work backwards from the hand- support independent work
Writing – tendency to ‘lose the Planning a revision in dates to show when work
plot’. schedule should be done
Planning writing tasks to Use writing scaffolds to
include all information and support planning
not wander from the Point out underlying themes,
subject/title encourage the use of
Following the plot/story ideas/concept maps to plan
line. and see the overview and
interrelationships of characters
Discuss and explore the
characters, plots, themes and
atmosphere verbally
Use drama activities to
develop empathy and a deeper
moral understanding of the
piece of literature
Make sure students are aware
of the marking criteria as a
helpful stimulus for re-drafting
Directionality
tendency to confuse left/right, following and giving Provide Pair the students with
up/down, etc. instructions symbols/pictures/arrows as well someone who can support
following instructions as text them in this.
which rely on prepositions Provide visual clues wherever
possible.
It is important to recognise that, although the dyslexic student may have difficulties in many areas, there will be areas of
strength.
Recognising and utilising these strengths is important to the student’s academic and intellectual development. These strength s
are important to the self-esteem of the dyslexic student.
As with the areas of possible difficulty listed above, dyslexia is very diverse and some strengths will be found in some stud ents
and not in others.
Factors to take into account and characteristics of some Recognising these talents within the classroom
dyslexic students which will affect learning Look for strengths
Notice areas of interest
Creativity
Provide a wide variety of activities
A high degree of curiosity Talk with the students about what they like to do
Ability to concentrate intensely and for a long period of time
Ask parents about a student’s interests and talents
on something they are interested in
Ask other teachers about the strengths they have noticed.
May have excellent spatial skills – the ability to perceive
and interact with three-dimensional space
Can think abstractly.
Problem solving
Ability to think ‘outside the box’
To see other ways of approaching the problem
To visualise a solution
Ability to see patterns in seemingly unrelated data.
Leadership Nurturing these talents within the classroom.
Good social abilities Recognise them
Enthusiasm Provide opportunities for students to demonstrate their
Willingness to take risks talents within the classroom
Willingness to work hard Utilise the talents within literacy and numeracy tasks – work
A strong sense of humour to the interests, e.g. football – write game reports, produce
Empathy with others league tables, train or bus timetable to get to away matches,
Good observational skills. etc.
Provide opportunities to discover and create new interests
Verbal skills and talents.
May be good at communicating verbally.