The Inclusion Development Programme Teaching and supporting pupils with dyslexia Presentation 1:Dyslexia: Understanding and supporting reading 1

What underlies reading difficulties? The ability to read, brings learning and enjoyment But what about those who have difficulties? 1.Provide access to learning 2.continue to teach and support them with the skills that they need c-a-t: cat 2

What underlies reading difficulties? The Simple View of Reading word recognition difficulties word recognition difficulties 3

green bead thief paediatrician English is hard 4

… and the same letters can be pronounced differently in different words bead bread 5

There are many words that violate the rules come yacht through 6

The foundations of learning to read Printed word Identify letters Grapheme / phoneme conversions Word pronunciation Word meaning Spoken word 7

Introducing Grapheme phoneme correspondances s sun d dog ch chips ee green ar farm f fish ff puff oa toad o-e rode ph phone aw saw au pause 8

Typical progress: self teaching Rehearsal of basics Building sight vocabulary Inferring further GPC Accurate and fluent 9

Why do some pupils have difficulties with word recognition? Dyslexic difficulties Teaching and Learning English as an additional language 10

Reading to learn How do you support pupils in the classroom? Key stage 1 Key stage

The Inclusion Development Programme Teaching and supporting pupils with dyslexia Presentation 2: Dyslexia: Understanding and supporting spelling 12

Understanding and supporting spelling What does spelling require? Spelling requires recall Reading requires recognition Recall is harder than recognition 13

Why is spelling harder than reading? feel) (feal) I (feel) (feal) fiel that the 3 (bares) bairs were…. 14

Why is spelling harder than reading? Feel could be spelt / feal / fiel / feyl /..using different spellings of the /ee/ phoneme 15

Spelling: Using Phonology dagngoterh dragen elaktrisaty doragon 16

How spelling typically develops in children Earliest writing Phonological awareness Beyond phonology Tricky words (Yacht, through,thought) Expansion of vocabulary 17

Monitoring spelling and removing barriers It is the responsibility of all teachers to be aware of pupils’ spellings and make adjustments where necessary We also need to ensure that poor spelling does not become a hindrance to the writing process How would you do this? 18

The Inclusion Development Programme Teaching and supporting pupils with dyslexia Presentation 3: Dyslexia: A focus 19

Dyslexia: Reality or myth? Pupils with dyslexic difficulties see words backwards A risk for dyslexia can be hereditary and sometimes runs in families Dyslexic difficulties are more common in left-handers Dyslexia occurs in all ethnic groups and in all languages 20

A definition of Dyslexia Identifying and teaching children and young people with dyslexic difficulties: An independent report from Sir Jim Rose to the Secretary of State for Children Schools and Families 2009 Reading and spelling Range of abilities Continuum Characteristic features Severity and persistence Co-occuring difficulties 21

Michael & Abbie:Examining the definition By Year 2 By Year

Identification and Assessment Monitor progress and adapt teaching Skills assessment Continued skills assessment Comprehensive assessment 23 Establish a clear starting point for intervention Response to intervention information When progress remains slow and/ or there are complex problems

Specialist dyslexic teaching: Explicit teaching : sequential Cumulative Repetitive to the point of over learning Multisensory 24

Evidence based practice Early intervention Why interventions might not work Why interventions might not work: implementation Selecting a programme 25

The Inclusion Development Programme Teaching and supporting pupils with dyslexia Presentation 4: Dyslexia: Adapting Practice 26

Adapting practice: Importance of communication with parents and pupils What has made Lucy’s experience so much more positive than her mum’s? Good relationships between parents and school Lucy’s relatively mild difficulties were noticed and picked up Adjustments have been made in a subtle way Lucy has confidence in her teacher Lucy feels valued as a person 27

Adapting practice: Short term memory Difficulty following instructions (what might you observe?) Copying from the board Arithmetic and maths Organisation of writing Attention span 28

Try this: 29

Adapting practice: Language Language consists of four interacting sub- components; Phonology Semantics Syntax Pragmatics Pre-school children with delayed language are at increased risk of developing literacy difficulties 30

Adapting practice: difficulties with reading and spelling Word reading Reading comprehension Spelling and writing 31 Adapting practice: difficulties with reading and spelling

Adapting Practice: co-occurring difficulties Motor co-ordination Sight and hearing Attention problems 32

Adapting practice: Transition Times of transition can be especially challenging for pupils and their families especially if the pupil has a special educational need. Pupils with dyslexic difficulties and their familes are likely to feel anxious about the experience of a new school Adapting practice: Transition 33

Adapting practice: emotion motivation and self esteem ICT A whole school approach 34

Adapting practice: A whole school approach A great deal can be achieved by individual teachers, however good support for pupils with dyslexic difficulties requires a whole school approach. This should cover: The teaching of reading and spelling The monitoring of progress Evidence based reading and spelling intervention Consistent adopting of agreed adaptations to practice The sharing of information All pupils are different: they should receive teaching and support that is appropriate to their ability 35