Dyslexia Supporting Children with Dyslexia An Introduction to Dyslexia 15/11/07 Dyslexia Supporting Children with Dyslexia Trinity Cluster Parents’ Group Will give sources of further information Fiona McCrory May 2017 Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Aims for Session Dyslexia / Literacy Difficulties Literacy and Dyslexia Guidelines Resources and strategies used to support literacy difficulties/ dyslexia What support is available What you can do to support your child Anne Sandison & Alison Waugh

Simple View of Reading Word recogniton skills must be balanced with language comprehension skills to ensure balanced strengths. Concentrating on phonics but no part of a systematic phonics approach to teaching early reading skills denies the value and importance of sharing and enjoying books and texts of all kinds as part of the wider literacy curriculum. Two dimensions of reading: word recognition/ decoding and language comprehension Four possible outcomes: Good word recognition and good language comprehension Poor word recognition/ decoding but good language comprehension Good word recognition but poor language comprehension Poor word recognition/ decoding and poor language comprehension

An Introduction to Dyslexia 15/11/07 Dyslexia effects people of all cognitive abilities. We don’t use term “diagnosis” – it’s not medical Schools can make an identification of dyslexia Can range from mild to severe Studies suggest 10% of population are dyslexic Supports are based on pupil needs – most can be addressed at class level (pathway 1) Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Adopted Definition ‘Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the ‘word level’ and implies that the problem is severe and persistent despite appropriate learning opportunities.’ Focuses on Reading There are associated difficulties – it’s important to identify and assess for these especially in the case of older pupils or those who appear to be managing their literacy eg scoring in average range for reading Literacy and Dyslexia Guidelines: Definition developed by the British Psychological Society Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Areas of Difficulty Phonological Reading Spelling Writing Phonological – sounds and how they are used. Can impact on phonics – sounds and how we represent them as letters Anne Sandison & Alison Waugh

Associated difficulties An Introduction to Dyslexia 15/11/07 Associated difficulties Memory Emotional / behavioural Organisational and motor skills Reading comprehension Maths Information processing Speech and Language Inconsistent performance Signs of fatigue Poor working memory Problems remembering numbers, names and details POSSIBLE GENERAL INDICATORS Difficulty following instructions Speed of processing - spoken and / or written language slow Word-finding / other language difficulties Planning, organising, sequencing difficulties = following/ giving instrucitons Difficulty with time keeping, managing time, organising self and work Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 The Gift of Dyslexia Can be very creative Enjoy and excel in practical tasks Strong visual thinking skills Good verbal skills Good social interaction Good at problem solving Unfortunately not true of all dyslexics – some may have difficulties in these areas Lot of research to show there are links with other difficulties eg ADHD,Dysgraphia,Autism,Dyscalculia,Developmental coordination disorder(DCD)/Dyspraxia Strong visual thinking skills e.g. see/ think in 3D, visualise a structure from a plan Good a problem solving = thinking outside the box, seeing the whole picture = ask them to suggest solutions to problems and they often have an effective answer Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Identification Parents Class teacher Child/ Young person Support for Learning Teacher Early identification and provision of appropriate support ASAP Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Check for: or Essential checks in first place visual impairment hearing impairment Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Visual aspects Reading Rulers http://www.crossboweducation.com/Eye%20Level%20Reading%20Ruler.htm\ Irlen/Scotopic Sensitivity Syndrome: http://www.irlen.org.uk/ Not detected by a standard eye test Can have perfect vision Not all dys have and non-dys can have Irlens= sensitivity to light, pattern and flicker = distortions in the text Binocular instability= both eyes not working together,rotaion and focus- unclear image Eye exercises =sore eyes/ eyestrain Tiredness when reading Headaches/ migraines + words and letters move and blur Tinted paper Binocular instability and visual stress http://www.edinburgh-eyetests.co.uk/dyslexia.htm Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Anne Sandison & Alison Waugh

Reading - some indicators An Introduction to Dyslexia 15/11/07 Reading - some indicators Fear / avoidance of reading tasks Dislike of reading aloud publicly Lack of progress: slow & laboured or fast & inaccurate Word known on one line but not the next Reversals (e.g. b/d, was/saw) Tendency to repeat / lose place Losing track of meaning as the process is so hard Skipping lines when reading Compare with oral comprehension Bear in mind age/stage of child eg b/d confusion very common in P1 and P2 Anne Sandison & Alison Waugh

Writing - some indicators An Introduction to Dyslexia 15/11/07 Writing - some indicators Avoidance of writing tasks Lack of punctuation ‘Much better orally’ Spelling mistakes Immature letter formation Difficulty copying Pupil can explain, tell a story perfectly but can not get it on paper Having to consider several processes for writing at once Implications for seating in relation to board, and necessity for much of the copying required. Poor spacing Transposed letters Reversed letters Anne Sandison & Alison Waugh

Literacy and Dyslexia Guidelines An Introduction to Dyslexia 15/11/07 Literacy and Dyslexia Guidelines Produced to identify and meet needs of learners with literacy difficulties, including learners who may be dyslexic Checklists with linked strategies/supports Pupil and Parent Voice Summary Framework Formal assessments Organised in 2 main areas: Identifying learning needs Supports and strategies Detailed list of literacy and dyslexia resources. Guidance on teaching approaches; effective transitions; whole-school approaches to literacy TO BE UPDATED. Identification is an ongoing process. Published 2010 Anne Sandison & Alison Waugh

The Interventions Read Write Inc – P3,P4 and P5 if appropriate Fresh Start – P5 –P7 SRA (Fast Track) – S1,S2 (some S3) Fiona.McCrory@ea.edin.sch.uk What are they? Reading progs based on a firm understanding of phonics Who are they for? How does ASL service support them Intervention Mentor + 2 day training/ development day/ sharing practice sessions/ FS RWIncLead in every school/ Training PSA hot list

Literacy/ Dyslexia Support Team An Introduction to Dyslexia 15/11/07 Literacy/ Dyslexia Support Team Offers support to pupils with literacy difficulties/ dyslexia who, despite intensive support in their own schools, have found it difficult to make progress in literacy. Anne Sandison & Alison Waugh

Literacy Dyslexia Supports An Introduction to Dyslexia 15/11/07 Literacy Dyslexia Supports Map supports already in place Detailed literacy assessment Report to school and parents/ carers Develop individual literacy programme Block of weekly individual direct teaching Train a learning assistant and teacher Consultation and advice Recommendation of next steps Anne Sandison & Alison Waugh

Hints and Tips to support your child An Introduction to Dyslexia 15/11/07 Hints and Tips to support your child Choosing a book to read – 5 finger test Written homework – options, time (note to school if taking too long) Help them love books – read to them, use of Epic, speech to text, poems/non-fiction Memory - tables, spelling common words Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Support organisation – checklists, colour coding, post its, mind maps Encourage keyboard skills Be encouraging and understanding. Help them find their own strategies Communication with school Be aware of tiredness Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Reading Soundstart Start to Finish Sparklers Zoom Trackers Planet Wobble Rapid Readers Dandelion Readers/ Totem Series Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Barrington Stoke Non-patronising, high-interest, lower reading age books for struggling readers, written by first-class authors. Printed on high-quality cream or off-white paper - more restful on the eye Specially modified font to encourage a smooth read Teachers’ site - for information on dyslexia and additional resources. http://www.barringtonstoke.co.uk Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Paired Reading 1) Adult reads alongside child, mirroring. 2) Child signals for adult to stop. Child continues 3) If child is stuck – give word after 5 seconds 4) Adult and child read together until child signals again Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Comprehension Comp- Vocabulary development -discuss/ use in sentence Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Useful apps reading Hairy Letters Glow draw Teach Monster Memory Music Anne Sandison & Alison Waugh

An Introduction to Dyslexia Handout from Dyslexia Scotland 15/11/07 Useful sites Handout from Dyslexia Scotland Anne Sandison & Alison Waugh

An Introduction to Dyslexia 15/11/07 Any questions ? Anne Sandison & Alison Waugh