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Enhancing 1:1 Tutorial Support for Dyslexia: Best Practices and Effective Strategies

This document analyzes and captures good practices in providing 1:1 tutorial support for students with dyslexia, drawing on the insights of Bob Burwall and Barbara Kelly. It outlines seven underlying principles for effective dyslexia support, including multisensory teaching and metacognition. Case studies highlight diverse dyslexic experiences, emphasizing the need for tailored approaches and teaching strategies. It advocates for a collaborative and empowering learning environment, where tutors and students work together to overcome challenges related to Specific Learning Difficulties (SpLD).

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Enhancing 1:1 Tutorial Support for Dyslexia: Best Practices and Effective Strategies

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  1. Analysing & capturing good practice in 1:1 tutorial support Bob Burwall & Barbara Kelly 31st May 2013

  2. Unseen processes

  3. ‘SEEN’ Typical Needs Assessor’s recommendations for tutorial support

  4. ADSHE: 7 underlying principles for effective dyslexia support • Multisensory teaching • Metacognition • Modelling & ‘mentoring’ • Overlearning • Relevance • Little & often • Motivation (+ Critical thinking?)

  5. Appropriate body of knowledge for Dyslexia Tutors • Disability & employment issues • Social & medical models of disability • Thinking, teaching & learning models, approaches & styles • HE curriculum process, practices, cultures & underlying rationales • Parameters, concepts, research, assessment & teaching methods regarding SpLD & Dyslexia + 1st hand accounts by dyslexic adults

  6. Appropriate body of knowledge for Dyslexia Tutors + • The Philosophy & practice of adult/lifelong learning • Literacies, academic literacies & numeracies • Participative research & practice methodology • Models of counselling • Epistemological issues & the dominant paradigms within disciplines

  7. A joint investigative approach http://3.bp.blogspot.com/-zD1UfaM2h2k/ThDSGMsFLlI/AAAAAAAABOQ/VQe401dzhpY/s1600/ball+of+wool.jpg Enables both tutor & student to unravel how their SpLD impacts on their past, present and future life. • http://www.gettyimages.co.uk/detail/98109785/Flickr

  8. Case Studies

  9. Case Studies • Chloe – mild dyslexia, low average ability, received support throughout school • Liam – mild dyspraxia with ADD • Andrew – high functioning, typical dyslexic student (identified at 8, lots of support previously) – a bit of a rebel! • Katy – dyslexia, mature student, widening participation, chaotic lifestyle, poor organisation • Ellie – severe dyslexia, non-traditional, very high stress factors & emotional challenges • Rebecca – late identification of dyslexia, high functioning, mature student

  10. Read through the case study, and discuss the following points: • How would you structure your approach in response to a student who makes a comment like this? • What teaching strategies, approaches or interventions would you adopt in order to successfully change the student’s approach to their learning. • Try to be explicit with concrete examples of how you might work with the student both developmentally and practically.  • What wider philosophies underpin your teaching to enable this student’s learning development?

  11. Feedback

  12. Our key elements of good practice • The teaching process needs to be collaborative, exploratory, investigative and power sharing rather than deficit laden & technicist. • SpLDs are a way of processing information rather than a deficit. Tutors may need to challenge students’ pre-conceived notions of a medical model. • Developing students’ metacognitive awareness & critical thinking skills leads to independent learning. • A ‘safe’ environment for students to explore, learn from their mistakes and flourish. • Teaching of skills needs to be explicit, where skills are reviewed, leading to a deeper reflective learning.

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