Literacy issues (Students who started Yr7 with Reading Ages 2 yrs+ BARE and/or have Dyslexia/SpLD) Yr7 = 26% (Una currently works with 30 of these) Yr 8 = 18% Yr 9 = 16% Yr 10 = 13% Currently there is an All Party Parliamentary Group on Dyslexia, campaigning to make Dyslexia training mandatory for all teachers.

Cross-Curricular Literacy at John Cabot Information about Dyslexia and how to Support Students at John Cabot Academy

Dyslexia – Some Facts 10% of the population have dyslexia to some degree More males than females are identified as having dyslexia It is often hereditary It is not linked to general ability

Dyslexia – Some Facts No two dyslexics are the same A dyslexic’s profile is unique It is like your thumb print

Dyslexia- Some Facts Dyslexia cannot be cured It is a life-long condition Different strategies can be put in place to help the student achieve his/her potential

Dyslexia – can show difficulties with the following: Visual/spatial discrimination/perception Working memory Speed of information processing

Dyslexia – can show difficulties with the following: There can also be an information processing difficulty that can affect: Auditory and visual short term memory Auditory discrimination Storage and retrieval in long term memory Sequencing

Dyslexia – can show difficulties with the following: There can also be a difficulty with time

Helping dyslexics in the classroom: When using spoken instructions reinforce the topic with demonstrations, diagrams, mind maps or lists Highlight with coloured highlighter pens important text or information (or get the student to do it) Whenever possible the pupil should be encouraged to repeat back what he has been asked to do; his own voice is a very useful aid to memory

Helping dyslexics in the classroom: He/she should not be asked to read aloud in class unless he particularly wants to do so Give the dyslexic the opportunity to answer orally

The design and presentation of worksheets are very important eg Flow charts are ideal for explaining procedures Pictograms and graphs help to locate information Avoid abbreviations if possible or provide a glossary of abbreviations

The design and presentation of worksheets are very important eg Bold headings Clearly written Use bullet points Less writing Be concise More diagrams No shiny paper

Improving study skills: Note taking is very difficult for dyslexics. They can find copying very difficult; however it is important for them to have good revision notes Topic vocabulary written out for dyslexics Clearly written worksheets, differentiated

Improving study skills: Skeleton worksheets with key facts for pupils to fill in words/answers

Improving study skills: Homework diaries and personalised dictionaries; these may need to be checked to ensure that the correct information has been put down Developing keyboard skills Use of diagrams, mind maps, mnemonics, illustrations and word lists. It will be useful to add pictures, colours, etc to aid memory Use small study cards that include key information

Improving study skills: Over-learning – use multisensory strategies Work should have occasional elements of discovery and open-endedness to motivate and interest the dyslexic pupil’s creative mind

Improving study skills: If it is possible, sit the dyslexic pupil near to and facing the board Use different colours or marker pens Try to discover how the child learns best and adapt your methods to suit his learning style

Improving their organisational skills: List of what they need each day May also help if it is visual Have additional pencils/pens to hand

Improving pupils’ self-esteem: Providing positive feedback Providing opportunities for them to provide oral answers

Improving pupils’ self-esteem How can we help them to become successful? Developing coping strategies Creating an environment where they feel comfortable and at ease