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Dealing with Dyslexia

Dealing with Dyslexia. Definition. Dyslexia is evident when accurate and fluent word reading and or spelling develops very incompletely or with real difficulty. (British Psychological Society 1999). Dyslexia Friendly classrooms. Wave One.

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Dealing with Dyslexia

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  1. Dealing with Dyslexia

  2. Definition • Dyslexia is evident when accurate and fluent word reading and or spelling develops very incompletely or with real difficulty. (British Psychological Society 1999)

  3. Dyslexia Friendly classrooms

  4. Wave One • A dyslexia friendly classroom has an ethos where children feel able to take risks, make mistakes and support each others' learning. • Labeling all areas with words and pictures. • Visual timetables to support organisation. • Colour to highlight phonemes, group ideas using different coloured "post its". • Visual Prompts to remind children of current and recent learning.

  5. Wave One (2) • Seating children so that they can access resources and see the "boards" clearly • Encourage the use of rulers and fingers as guides.

  6. Wave Two • Consult HJ (SENleader) who will assess and advise on "Wave Two" activities. • This could be Skill Teach, Jelly and Bean

  7. Wave Three • HJ will seek expert help outside the school. • JD and HJ will discuss Reading Recovery

  8. Using ICT to support children with dyslexia

  9. Useful websites • download picture of famous people with dyslexia • nda-dyslexia.org.uk • www.nla.org.uk • www.threshfield.n-yorks.sch.uk • There's a bit I've done for parents on recognising and helping children with dyslexia.

  10. Use literacy programmes with speech features

  11. talking word processor

  12. on screen wordbanks, "Clicker".

  13. portable writing aids (laptops)

  14. Using Mind Mapping

  15. handheld spell checkers

  16. typing skills

  17. Dictaphone

  18. Useful programs • Word shark • Clicker • Sebran

  19. Inclusion • Ensure that your teaching is as multi sensory as you can make it. • Make sure that children experience success in every lesson. • Make sure that every child does something productive every day. • Adapt the basic resources to suit the dyslexic child.

  20. Mutisensory approach to learning.

  21. Resources • Teacher is the most important resource for the dyslexic child. • Teaching assistants can be helpful, but they need careful instructions. • Tactile letters • Alphabet arc • Thrass phonemes charts • memory cards • key word lists • Pale coulred writing papers • (HJs pc) • Reading prompts. • Bookmarks • Reading, writing and spelling strategies.

  22. Homework • Provide alternative means of recording. • Work with parents. • Pair up with study buddy who can help remember tasks • Don't expect dyslexic children to copy down homework from the board. • Modify homework for dyslexic pupils. • Check on time spent on homework. • Feed back quickly.

  23. Memory • Don't overload the child. • Say the child's name before giving them an instruction. • Give the child memory aids (jotters, notebooks) and encourage their use. • Encourage "Study Buddy". • Keep the classroom resources well organised.

  24. Assessment • Observation of children working. • Scrutiny of work • Test such as "Skill Teach". • Feedback to children and family setting positive targets.

  25. Learning how to learn • Mind maps • key words • One bun • Talk to the children about how their learning links to past and future activities. • Assess preferred learning styles. • Then use them

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